Student Teacher Views of Text in Early Learning Environments: Images from Sweden and New Zealand

Autor/inn/en	Mellgren, Elisabeth; Margrain, Valerie
Titel	Student Teacher Views of Text in Early Learning Environments: Images from Sweden and New Zealand
Quelle	In: Early Child Development and Care, 185 (2015) 9, S.1528-1544 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2014.1003554
Schlagwörter	Foreign Countries; Student Teachers; Student Teacher Attitudes; Young Children; Photography; Literacy; Values; Higher Education; Early Childhood Education; Comparative Analysis; Cross Cultural Studies; Theory Practice Relationship; Hermeneutics; Phenomenology; New Zealand; Sweden + Suchen Sie Ihr Suchwort? Ausland; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Frühe Kindheit; Fotografie; Alphabetisierung; Schreib- und Lesefähigkeit; Wertbegriff; Hochschulbildung; Hochschulsystem; Hochschulwesen; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Cultural comparison; Kulturvergleich; Theorie-Praxis-Beziehung; Hermeneutik; Phenomenological psychology; Phänomenologie; Psychologie; Neuseeland; Schweden
Abstract	A total of 659 photographs of text in early childhood environments were gathered by student teachers in New Zealand and Sweden, replicating an earlier Swedish study [Gustafsson, K., & Mellgren, E. (2002)." Using text in pre-school: A Learning Environment." "Early Child Development and Care", 172(6), 603-624]. The findings of this study support us in understanding student teachers' conceptions of literacy and the influence of cultural values. The text most photographed reflected traditional artefacts such as alphabet charts, use of labels and organisation of children. Richer aspects of literacy including children making meaning by reading and writing and use of information communication technology were photographed less often. The implication for higher education is that student teachers may need more time and support than assumed to develop deep and embedded understandings of literacy as a meaningful activity and experience for children. Universities, and the settings in which student teachers complete practicum, provide important and complementary contexts within which student teachers can develop this learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01