000 03447nam a22005175i 4500
001 978-981-15-5837-5
003 DE-He213
005 20210226064343.0
007 cr nn 008mamaa
008 200629s2020 si | s |||| 0|eng d
020 _a9789811558375
024 7 _a10.1007/978-981-15-5837-5
_2doi
040 _cМУБИС
050 4 _aLB1101-1139
072 7 _aJNLA
_2bicssc
072 7 _aEDU023000
_2bisacsh
082 0 4 _a372.21
_223
100 1 _aBoyd, Wendy.
_eauthor.
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
245 1 0 _aAustralian Early Childhood Teaching Programs
_h[electronic resource] :
_bPerspectives and Comparisons to Finland, Norway and Sweden /
_cby Wendy Boyd.
250 _a1st ed. 2020.
264 1 _aSingapore :
_bSpringer Singapore :
_bImprint: Springer,
_c2020.
300 _aXIV, 121 p. 6 illus., 5 illus. in color.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
490 1 _aSpringerBriefs in Education,
_x2211-1921
505 0 _a1 Introduction to the book -- 2 Background to the study -- 3 Strengths, improvements, and entry into ECT programs -- 4 Academics' perspectives of optimal models for ECT programs -- 5 The role of professional experience within the early childhood teaching degree -- 6 The challenges, barriers and enablers of early childhood teacher degrees -- 7 Quality programs, quality teachers-conclusions and recommendations.
520 _aThis book examines the approaches, content and design, and practices of current early childhood teacher preparation programs in universities across Australia, and compares them with those in Finland, Norway and Sweden. It is well established that investment in good quality early childhood education yields the best outcomes for children, and that there is significant correlation between quality early childhood learning environments and qualified teachers. As such, this book offers key insights into academic approaches to the design, implementation and assessment of early childhood teacher programs, and how these programs are shaped in response to requirements and constraints, both within the university context and beyond. This book provides a focus to inform future practice for decision-makers of early childhood teacher policy; researchers interested in improving the quality and status of early childhood education; and assessors of early childhood teacher programs.
650 0 _aChild development.
650 0 _aTeaching.
650 0 _aProfessional education.
650 0 _aVocational education.
650 1 4 _aEarly Childhood Education.
_0https://scigraph.springernature.com/ontologies/product-market-codes/O37000
650 2 4 _aTeaching and Teacher Education.
_0https://scigraph.springernature.com/ontologies/product-market-codes/O31000
650 2 4 _aProfessional & Vocational Education.
_0https://scigraph.springernature.com/ontologies/product-market-codes/O35000
710 2 _aSpringerLink (Online service)
773 0 _tSpringer Nature eBook
776 0 8 _iPrinted edition:
_z9789811558368
776 0 8 _iPrinted edition:
_z9789811558382
830 0 _aSpringerBriefs in Education,
_x2211-1921
856 4 0 _uhttps://doi.org/10.1007/978-981-15-5837-5
942 _2ddc
_cEBOOK
999 _c102138
_d102138