Literaturnachweis - Detailanzeige
| Autor/inn/en | Jovanovic, Jessie; Fane, Jennifer |
|---|---|
| Titel | Learner Engagement under the "Regulatory Gaze": Possibilities for Re-Positioning Early Childhood Pre-Service Teachers as Autonomous Professionals |
| Quelle | In: Early Years: An International Journal of Research and Development, 36 (2016) 2, S.148-164 (17 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0957-5146 |
| DOI | 10.1080/09575146.2015.1124006 |
| Schlagwörter | Learner Engagement; Early Childhood Education; Preservice Teachers; Professionalism; Federal Regulation; Preservice Teacher Education; Educational Change; Resistance to Change; Action Research; Credentials; Student Teacher Attitudes; Foreign Countries; Undergraduate Students; Data Collection; Data Analysis; Risk; Australia |
| Abstract | In a climate of increasing regulation within early childhood education and care services, and the greater re-positioning of professionals within public sectors, this article seeks to extend the literature surrounding risk and regulation in early childhood. In efforts to "push back" against the "regulatory gaze" in the early childhood education and care sector, we investigate the role that learner engagement in initial teacher education can play in empowering early childhood pre-service teachers (PSTs) as professionals. This question is explored in the reporting of the findings from an action research study which redesigned a semester-long teacher education topic to draw on the students' self-knowledge, applied experience and content choice, to go beyond the meeting of minimum credential requirements. Data were derived from sequential student evaluations and topic coordinators' reflections. Subsequent analysis highlights significant insights in relation to student-teachers' understanding of professionalism and their role within the ECEC sector. The implications of this re-positioning of PSTs' developing sense of professionalism amidst increasing regulation are discussed. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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