Before Student Teaching: How Undergraduate Students in Early Childhood Teacher Preparation Programs Describe Their Early Classroom-Based Experience

Autor/inn/en	Maynard, Christine; La Paro, Karen M.; Johnson, Amy V.
Titel	Before Student Teaching: How Undergraduate Students in Early Childhood Teacher Preparation Programs Describe Their Early Classroom-Based Experience
Quelle	In: Journal of Early Childhood Teacher Education, 35 (2014) 3, S.244-261 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1090-1027
DOI	10.1080/10901027.2014.936070
Schlagwörter	Undergraduate Students; Preservice Teachers; Preservice Teacher Education; Early Childhood Education; Teaching Experience; Classroom Environment; Field Experience Programs; Student Journals; Student Surveys; Student Teacher Attitudes; Phenomenology; Qualitative Research; Inquiry; Participant Characteristics; Semi Structured Interviews; Interpersonal Communication; Educational Resources; Professional Autonomy; Learning Experience; Teacher Student Relationship; Supervisor Supervisee Relationship; Practicums; Student Experience + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Klassenklima; Unterrichtsklima; Praxisnahes Lernen; Studentenzeitung; Schülerbefragung; Phenomenological psychology; Phänomenologie; Psychologie; Qualitative Forschung; Interpersonale Kommunikation; Bildungsmittel; Berufsfreiheit; Lernerfahrung; Teacher student relationships; Lehrer-Schüler-Beziehung; Practicum; Praktikum; Praktika; Studienerfahrung
Abstract	Classroom-based experiences, alternatively known as practica, are an integral component of undergraduate teacher preparation programs, which provide students essential opportunities to apply knowledge in practice. Though much is known about student teaching, much less is known about students' earlier classroom-based experiences. This qualitative study explores how early childhood care and education students describe their early classroom-based experience. Thirty-four students enrolled in a teacher preparation program participated in interviews, submitted journals, and responded to survey questions about their early classroom-based experience. Results are presented in terms of how students talk about their experiences--belonging or not belonging in the classroom--and what students talk about when discussing their experiences, including communication, support, freedom, new learning, and "the children." These themes are discussed in terms of students' experiences in the classroom and implications for undergraduate teacher preparation in early childhood education. (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	2017/4/10