Selected tag: early childhood
This study examines the relationships between 14 different types of preservice teacher preparation practices. Teaching quality, preschool to university student performance, and university student and beginning teacher belief appraisals are reported. Findings indicate that active university student and beginning teacher involvement in mastering the use of instructional practices and both knowledge and skill acquisition by far stood out as the most important preservice teacher preparation practices.
Findings from a metasynthesis of 15 research reviews of inservice professional development to improve or change teacher content knowledge and practice and student/child knowledge and behavior are described.