"I Understood the Complexity within Diversity": Preparation for Partnership with Families in Early Childhood Settings

Autor/inn/en	Hedges, Helen; Lee, Debora
Titel	"I Understood the Complexity within Diversity": Preparation for Partnership with Families in Early Childhood Settings
Quelle	In: Asia-Pacific Journal of Teacher Education, 38 (2010) 4, S.257-272 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359-866X
Schlagwörter	Preservice Teacher Education; Student Teachers; Early Childhood Education; Field Experience Programs; Teaching Methods; Parent Teacher Cooperation; Sensitivity Training; Intergroup Education; Partnerships in Education; Student Placement; Beliefs; Student Teacher Attitudes; Attitude Change; Foreign Countries; School Community Relationship; New Zealand + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Praxisnahes Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Sensitivitätstraining; Multinationale Lerngruppe; Hochschulpartnerschaft; Schülerpraktikum; Belief; Glaube; Attitudinal change; Einstellungsänderung; Ausland; Neuseeland
Abstract	"Partnership between parents and teachers" is a taken-for-granted feature of the philosophy and practice of early childhood education. Yet, the literature suggests this rhetoric belies a more complex and problematic reality for teachers. Making connections with the families and communities they will serve may help teacher education students confront understandings of the realities of family lives and assist them to prepare for their professional responsibilities. Teacher education literature suggests that supported field experiences may assist student teachers to examine their beliefs and reflect on their practices with families. This paper reports on the experiences of student teachers who undertook a community placement in order to interact with children and families outside their normal range of teaching practice experience. Three themes of changes in student learning are discussed: (1) beliefs about partnerships; (2) notions of complexities within diversity; and (3) developing relationships with diverse families. The paper argues that the change in placement setting prompted student reflection in relation to these themes and shifts in beliefs, towards more authentic and complex understandings of partnership. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10