How to Teach Kindergarten Teacher Education Students about Play? The Perspective of Academic Pedagogy Teachers

Autor/in	Moe, Randi
Titel	How to Teach Kindergarten Teacher Education Students about Play? The Perspective of Academic Pedagogy Teachers
Quelle	7 (2019) 3, S.60-67 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Kindergarten; Play; Foreign Countries; Reflection; Preservice Teacher Education; Academic Achievement; Teaching Methods; Early Childhood Education; Teacher Educators; Teacher Attitudes; Learning Activities; Student Experience; Student Teachers; Inservice Teacher Education; Norway + Suchen Sie Ihr Suchwort? Spiel; Ausland; Lehramtsstudiengang; Lehrerausbildung; Schulleistung; Teaching method; Lehrmethode; Unterrichtsmethode; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Teacher education; Lehrerbildung; Lehrerverhalten; Lernaktivität; Studienerfahrung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Lehrerfortbildung; Norwegen
Abstract	This paper applies a cultural-historical approach to researching the perspective of academic pedagogy teachers on good, campus-based teaching practices in the arena of play following the reform of Norwegian early childhood teacher education. The research material comprises over three world café conversations with a total of 13 pedagogy teachers. The research material is analyzed using qualitative content analysis. The results reveal pedagogy teachers' understandings of certain teaching practices like: a) professional conversations about play, b) play activities, and c) any other practices that facilitate students' critical reflection on play. Each of the points is supported by several crucial elements that make these practices good for teaching about play. Since the reconstructed teaching practices and elements that make them into "good practices" balance between theoretical and situated learning, the paper discusses conditions for situated cognition that are crucial when linking the subject-related theoretical content with the personal, real-life experiences of the students. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01