Studying pre-service early childhood educators' transition into the classroom: A longitudinal international comparative study
| Project/Area Number |
21K02421
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| Research Category |
Grant-in-Aid for Scientific Research (C)
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| Allocation Type | Multi-year Fund |
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| Section | 一般 |
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| Review Section |
Basic Section 09030:Childhood and nursery/pre-school education-related
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| Research Institution | Seinan Gakuin University |
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Principal Investigator |
門田 理世 西南学院大学, 人間科学部, 教授 (10352197)
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| Project Period (FY) |
2021-04-01 – 2024-03-31
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| Project Status |
Granted (Fiscal Year 2022)
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| Budget Amount *help |
¥3,640,000 (Direct Cost: ¥2,800,000、Indirect Cost: ¥840,000)
Fiscal Year 2023: ¥1,170,000 (Direct Cost: ¥900,000、Indirect Cost: ¥270,000)
Fiscal Year 2022: ¥910,000 (Direct Cost: ¥700,000、Indirect Cost: ¥210,000)
Fiscal Year 2021: ¥1,560,000 (Direct Cost: ¥1,200,000、Indirect Cost: ¥360,000)
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| Keywords | pre-service education / professional development / curriculum / early childhood / in-service training / pre/in-service education / comparative study |
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| Outline of Research at the Start |
This research will examine the relationship between pre-service teacher education and in-service teaching practices in early childhood education. Two significant inquiry methods include a two-year longitudinal study and an international comparative study with a collaborating US researcher.
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| Outline of Annual Research Achievements |
This research will examine the relationship between pre-service teacher education and in-service teacher practices in early childhood education. Based on the 1st year results (reviewing the literature, finding gatekeepers, recruiting participants in each country, developing instruments, and conducting pilot studies), significant progress in the 2nd year of inquiry was to interview some participants in the United States. The PI contacted gatekeepers at several universities in the US and gained permission to interview six researchers and instructors who have been in charge of pre-and in-service early childhood education programs (i.e., participants are from the State of University of New York at Buffalo, Erickson Institute, National Louis University, and University of Illinois at Chicago). From the initial data sets, ECEC teacher education curriculum goes beyond on-campus learning; instead, learning with in-service teachers creates a harmonious and provocative learning atmosphere for pre-service teachers and provides higher learning opportunities in effective management and manner. Impacted by the COVID-19, still observing pre-service teachers on-site has been banned in my partner universitie. Therefore, methods of inquiry have been shifted from observing and interviewing pre-service teachers in Japan and the US, instead exploring “providers” perspectives (i.e., researchers and instructors who provide the pre-service curriculum and in-service training) through interviewing and observing ways of the curriculum have been implemented.
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| Current Status of Research Progress |
Current Status of Research Progress
2: Research has progressed on the whole more than it was originally planned.
Reason
In March 2023, the semi-structured interviews took place either in-person (four participants) or online (two), focusing on the organization of the ECEC teacher education curriculum to inquire about the design process of its sequence and scope, as well as its evolution and adaptation in response to the State Government’s ECEC policy. For example, New York State’s ECEC teacher education curriculum is designed to offer a one-year teaching practicum in collaboration with the regional administration offices. Supported by practicum instructors and initiated by on-campus teaching staff, pre-service teachers acquired not only about “teaching” but also about “being and working as a teacher” mind. As suggested by this data set, a direction in ECEC teacher education goes beyond on-campus learning.
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| Strategy for Future Research Activity |
In the third year of this study, interviews utilizing the same protocol with the US counterparts will be conducted with Japanese researchers and instructors in charge of ECEC teacher training program to investigate the direction of their curriculum organization and its relationship with in-service education (training). The data obtained in Japan and the U.S. will be analyzed qualitatively, and a comparative analysis will be conducted from the following perspectives; which principles the ECEC teacher education curriculum is reorganized and how it is positioned and organized concerning in-service education. Finally, some of the results of these analyses will be presented at an international conference (NAEYC, 2023, Nov. 15-18, Nashville, TN).
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Report
(2 results)
Research Products
(4 results)
