Practicum of early childhood teacher students in pandemic times: a narrative perspective.

Autor/inn/en	Silva-Peña, Ilich; Hizmeri, Julio; Hormazábal-Fajardo, Roxana; González-García, Gustavo; Rojas-Rodríguez, Bessie; Jara-Illanes, Enriqueta
Titel	Practicum of early childhood teacher students in pandemic times: a narrative perspective. Paralleltitel: Praksa bodočih učiteljev v zgodnjem otroštvu med pandemijo: pripovedna perspektiva.
Quelle	In: CEPS Journal, 13 (2023) 4, S. 15-35Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (Autorenversion); PDF als Volltext kostenfreie Datei (2); PDF als Volltext (3) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2232-2647; 1855-9719
DOI	10.25656/01:28909 10.26529/cepsj.1642
URN	urn:nbn:de:0111-pedocs-289095
Schlagwörter	Frühpädagogik; Frühe Kindheit; Früherzieher; Student; Lehrer; Lehrerbildung; Praktikum; COVID-19; Pandemie; Kind; Anwesenheit; Raum; Narratives Interview; Empirische Untersuchung; Chile
Abstract	The Covid-19 pandemic affected teacher education; universities had to adapt quickly through emergency pedagogy. One problem that emerged was the relationship between schools and teacher students. The situation was more critical in early childhood teacher education than in others. The conditions forced them to adjust to the absence of children in the student teachers’ practicum. This article addresses the relational problem in a practicum in early childhood teacher education. Through a narrative inquiry with two early childhood education teacher students, we give an account of learning experiences in different educational spaces. During the analysis, two concepts emerged: ‘the classroom taste’ and ‘presence’ in teacher education. The research allows us to reflect on the essential focus of the practicum in early childhood teacher education from the perspective of these two concepts. (DIPF/Orig.)
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main