Thinking Differently about Infants and Toddlers: Exploring the Reflections of Future Australian Early Childhood Teachers in Australia

Autor/inn/en	Garvis, Susanne; Pendergast, Donna
Titel	Thinking Differently about Infants and Toddlers: Exploring the Reflections of Future Australian Early Childhood Teachers in Australia
Quelle	In: Australian Journal of Teacher Education, 40 (2015) 4, Artikel 7 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-5373
Schlagwörter	Foreign Countries; Infants; Toddlers; Early Childhood Education; Preservice Teachers; Teacher Attitudes; Teacher Education Programs; Reflective Teaching; Skill Development; Social Development; Emotional Development; Professional Development; Video Technology; Instructional Films; Technology Uses in Education; Australia + Suchen Sie Ihr Suchwort? Ausland; Infant; Toddler; Toddlers; Kleinkind; Infants; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Lehrerverhalten; Kompetenzentwicklung; Qualifikationsentwicklung; Soziale Entwicklung; Gefühlsbildung; Lehrfilm; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Australien
Abstract	In Australian early childhood teacher education programs there is typically a greater focus on the age group of kindergarten children compared to that of infants and toddlers (Garvis, Lemon, Pendergast and Yim, 2013). As a consequence, pre-service teachers may have little opportunity to interact and learn about this important age range. This paper reports on the incorporation of videos of young child and educator interaction into early childhood teacher education programs at one Australian university. The cohort of pre-service teachers (18) were asked to think in a structured way about the videos with the help of a structured reflection template, which challenged them to apply higher order thinking with regard to the scenarios presented. As a culminating point of the template, the pre-service teachers were asked to create a reflective practice question to improve their professional practice. In this study, the reflective questions were analysed using content and pronoun analysis. Findings suggest that the pre-service teachers were focused on the continuity of learning of young children, personal skill development and social emotional development. To a lesser degree reflections explored working with families. The pronoun of 'we' also appeared as the most likely response on personal reflective questions. This suggests the future teachers had already positioned themselves within the group of early childhood teachers, indicating a strongly developed professional identity. (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01