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A Portfolio Approach to Measure Pre-service Early Childhood Teachers

Jundong Zhou and Yu-Cheng (Roscoe) Shen
Qujing Normal University/Teacher Education College, Qujing City, China
Abstract—“Subject Based Learning” for students is very popular  in traditional training to pre-service teachers in university. Nowadays, the teaching ways of pre-service education is becoming more and more complicate. To structure new teaching methods, even to integrate teaching methods is very important. Surely, the teaching method from crossing subject’s boundaries will be a pretty good way for teaching pre-service teachers in universities. This article brings up the new teaching method for children literacy program, so-called “Problem-based Learning” (PBL), a student-centered instructional strategy in which students collaboratively solve problems and reflect on their experiences. The main attempt for this article is to examine using PBL as teaching method whether approaching effect or not. Further, to compare PBL before and after teaching with first-hand statistical data is to understand the practical results for students. Qujing Normal University at Yunnan Province in China selected to participate this study was found out that after using PBL as teaching method, the educational effect is extremely significant (p<0.001). Lastly, it indicates that the challenges and problematic PBL as teaching method of children literacy education faced.
Index Terms—children literacy, pre-service teachers, problem-based learning, teaching method

Cite: Jundong Zhou and Yu-Cheng (Roscoe) Shen, "A Portfolio Approach to Measure Pre-service Early Childhood Teachers," International Journal of Learning and Teaching, Vol. 3, No. 3, pp. 237-240, June 2017. doi: 10.18178/ijlt.3.3.237-240

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