Preparing Preservice Teachers for Success in NCLB's Kindergartens: Learning from Experienced Teachers' Strategies for Managing Professional Relationships with Colleagues and Parents

Autor/in	Goldstein, Lisa S.
Titel	Preparing Preservice Teachers for Success in NCLB's Kindergartens: Learning from Experienced Teachers' Strategies for Managing Professional Relationships with Colleagues and Parents
Quelle	In: Journal of Early Childhood Teacher Education, 29 (2008) 3, S.222-236 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1090-1027
Schlagwörter	Preservice Teacher Education; Primary Education; Federal Legislation; Kindergarten; Teacher Attitudes; Teacher Educators; Educational Legislation; Elementary School Teachers; Grade 1; Teacher Collaboration; Parent Teacher Cooperation; Interpersonal Relationship; Preschool Teachers; Texas + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Primarbereich; Bundesrecht; Lehrerverhalten; Teacher education; Education; Lehrerbildung; Bildungsrecht; Schulgesetz; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; School year 01; 1. Schuljahr; Schuljahr 01; Lehrerkooperation; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule
Abstract	Kindergarten has undergone dramatic changes since the implementation of No Child Left Behind (NCLB) in 2002. The literature on the challenges facing kindergarten teachers as a result of NCLB focuses primarily on curricular and instructional issues; little attention has been paid to NCLB's impact on the relational aspects of kindergarten teaching, such as partnership with parents and collaboration with colleagues. To address this gap, this article presents findings from a recent qualitative study of two veteran kindergarten teachers' challenges managing their relationships with the first-grade teachers at their school and with their students' parents. Participants demonstrated a range of successful strategies for responding to these difficult relational situations. Because many preschool and primary grade teachers are presently facing similar challenges, this study can contribute to teacher educators' ongoing efforts to ensure our programs prepare students to be effective in today's NCLB-influenced classrooms. (Contains 3 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10