Where did this practice come from?

1. Where did this practice come from? Gerda Sula, M. Ed. Step by Step Center, Albania

2. Informational background • Analyzing the changes of: • internal values, • beliefs, and • professional practices of: • Teachers experiencing shift in philosophy during their teaching years, as well as • Students, who are being prepared to become preschool teachers.

3. Aims • Exploring the theoretical knowledge of practitioners in early childhood settings: • child-centred and • “traditional”, as well as • students aiming at becoming early childhood teachers. • Exploring some of the practices observed in the classrooms, which are based on specific theoretician, and trying to understand whether teachers have knowledge related to the theory that they are practicing.

4. The methodology • A combination of qualitative research methodologies, case study approach, and triangulation of perspectives of several stakeholders. • The study uses active observation, semi-structured interviews and focus groups as tools. • The teachers involved have been randomly selected from child-centered and ‘traditional’ preschools teaching in seven cities in Albania, as well as from one Teacher Preparation University.

5. Explanation of terminology • Child-centered teacher – at least 40 hours of child-centered training in the last 5 years, at least 3 years of experience in the child-centered methodology. • Traditional teacher – less then 40 hours on child-centered training. • Student – last year of B.A. on preschool teacher faculty

6. Question #1: What roles do you consider most important for an early childhood teacher?

7. How much do teachers know about educational theories

8. How able are they to illustrate their knowledge?

9. What do in-service teachers want to receive training on?

10. Illustration of cases – Nativist theory - • A child-centered teacher explains to a worried parent that children grow and develop at different rates • A traditional teacher explains that child-developing standards are useful to organize the teaching for a specific age. However, misuse of developmental milestones to label child are observed.

11. Illustration of cases – Behavioral theory - • Smiley faces are used to motivate children in all child-centered classrooms. Some misuses were observed as well. • Time out technique was observed in one traditional classroom.

12. Illustration of cases – social learning theory - • Commenting about children’s efforts in positive tones: “You are so patient with that puzzle!” “That airplane looks like it’s flying right off the page!” • Children commenting about each-other: “He is my best friend because he helps me with my math.”

13. Illustration of cases – Constructivist theory - • Concrete materials are present in all classrooms. In child-centered classrooms the materials are at child’s level, and they are allowed to choose from them. • Teacher encouraging problem solving in a child-centered setting: “What should we give to eat to the turtle.” • Cooperative learning activities present in all classrooms

14. Illustration of cases – Multiple intelligences theory - • Teachers use portfolios to assess children’s performance. • Teacher uses skills of a child with special needs to plan the teaching.

15. Issues to reflect upon • Ms. R. (five years of experience before embarking on child-centered methodology)

16. Instead of the conclusion • Are Universities preparing teachers for the future? • Are we efficiently using pre-service teacher training to prepare teachers with the skills required to teach early childhood children? • Is in-service teacher training structured well enough to satisfy the needs of the teachers?