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Reflection on the Professional Development of Early Childhood Education and Care Teachers in Japan Based on Children's Voices.
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- Author(s): Matsui, Gota
- Source:
International Journal of Early Childhood; Dec2021, Vol. 53 Issue 3, p367-384, 18p, 1 Color Photograph, 1 Diagram, 4 Charts- Subject Terms:
- Source:
- Additional Information
- Subject Terms:
- Abstract: Using action research, this study examined the professional development of teachers through the reflections that kindergarten teachers obtain from children's voices and the relevance between the working environment and teachers' reflection at teacher conferences in Japan. Four teachers participated in the study. Data sources included teachers' perspectives on imitation paper, teachers' thoughts and reflections at conferences and during interviews, visual material, and narrative observations of children's play. Children's voices stimulate teachers' reflection and provide deeper insights about diversity among children. The discussions at the conference about children's voices showed teachers' learning in four aspects: beliefs of play, environmental setting, understanding of children, and child–teacher relationships. In the act of listening to children's voices, each teacher was influenced by their job positions and by the relationship within teacher groups in reflection at teacher conferences. Teachers appeared to understand each other's beliefs by engaging in regular dialogue at conferences. This study contributed to the improvement of in-service training methods in early childhood education and care. [ABSTRACT FROM AUTHOR]
- Abstract: Resumen: Utilizando la investigación-acción, este estudio examinó el desarrollo profesional de los maestros a través de las reflexiones que los maestros de educación infantil obtienen de las voces de los niños y la relevancia entre el entorno laboral y la reflexión de los maestros en las conferencias de maestros en Japón. Participaron cuatro maestros en el estudio. Las fuentes de datos incluyeron las perspectivas de los maestros sobre el papel de imitación, pensamientos y reflexiones de los maestros en las conferencias y durante las entrevistas, material visual y las observaciones narrativas del juego de los niños. Las voces de los niños estimulan la reflexión de los maestros y proporcionan una visión más profunda sobre la diversidad entre los niños. Las discusiones en la conferencia sobre las voces de los niños mostraron el aprendizaje de los maestros en cuatro aspectos: creencias sobre el juego, entorno ambiental, comprensión de los niños y relaciones entre niños y maestros. En el acto de escuchar las voces de los niños, cada maestro estaba influenciado por su posición laboral y por la relación dentro de los grupos de maestros en la reflexión en las conferencias de maestros. Los maestros parecían comprender las creencias de los demás al participar en un diálogo regular en las conferencias. Este estudio contribuyó a la mejora de los métodos de formación continua en la educación y atención a la primera infancia. [ABSTRACT FROM AUTHOR]
- Abstract: Résumé: S'appuyant sur une recherche active, cette étude analyse le développement professionnel d'enseignants par le biais de la réflexion apportée par des enseignants en maternelle à partir de la parole des enfants et l'adéquation entre l'environnement de travail et la réflexion des enseignants, lors de conférences regroupant des enseignants au Japon. Quatre enseignants ont participé à l'étude. Les sources de données comprenaient les points de vue des enseignants sur des documents factices, les idées et réflexions des enseignants lors de conférences et d'interviews, des documents visuels et des remarques descriptives sur les jeux d'enfants. La parole des enfants stimule la réflexion des enseignants et permet une compréhension plus approfondie de la diversité parmi les enfants. Les discussions lors de la conférence sur la parole des enfants ont mis en avant quatre aspects de l'instruction des enseignants : valeur du jeu, éléments environnementaux, compréhension des enfants et relations enseignant-enfant. Lors de l'écoute de la parole des enfants, chaque enseignant était influencé par sa propre position professionnelle et par les rapports à l'intérieur des groupes de réflexion d'enseignants lors des conférences d'enseignants. En engageant régulièrement le dialogue lors des conférences, les enseignants ont démontré une compréhension de leurs convictions mutuelles. Cette étude à contribué à améliorer les méthodes de formation interne dans le domaine de l'éducation et du soutien de la petite enfance. [ABSTRACT FROM AUTHOR]
- Abstract: Copyright of International Journal of Early Childhood is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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