{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/79952"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/79952","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Preschool Teachers' Perception of Their Competence and Implementation of Recommended Practices","abstract":"The current study examined preschool teachers' perceptions of implementation and competence of DEC's child-focused recommended practices (DECRP) in their classrooms. The information was gathered through surveys of 147 teachers from pre-kindergarten programs in Illinois. In addition, teachers' reflections on their teacher preparation programs were documented through responses to three open-ended questions. Overall, most respondents felt competent implementing the child-focused practices and they believed that they frequently implemented the DECRP child-focused practices in their classrooms. A discussion of the limitations of the present study and directions for future research are suggested. Implications for practice in terms of DEC, teacher preparation programs, and practitioners also are discussed.","abstract_html":"The current study examined preschool teachers' perceptions of implementation and competence of DEC's child-focused recommended practices (DECRP) in their classrooms. The information was gathered through surveys of 147 teachers from pre-kindergarten programs in Illinois. In addition, teachers' reflections on their teacher preparation programs were documented through responses to three open-ended questions. Overall, most respondents felt competent implementing the child-focused practices and they believed that they frequently implemented the DECRP child-focused practices in their classrooms. A discussion of the limitations of the present study and directions for future research are suggested. 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The information was gathered through surveys of 147 teachers from pre-kindergarten programs in Illinois. In addition, teachers' reflections on their teacher preparation programs were documented through responses to three open-ended questions. Overall, most respondents felt competent implementing the child-focused practices and they believed that they frequently implemented the DECRP child-focused practices in their classrooms. A discussion of the limitations of the present study and directions for future research are suggested. Implications for practice in terms of DEC, teacher preparation programs, and practitioners also are discussed.","Made available in DSpace on 2015-09-25T19:54:40Z (GMT). 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