Life History Insights into the Early Childhood and Education Experiences of Froebel Trainee Teachers 1952-1967

Autor/inn/en	Hoskins, Kate; Smedley, Sue
Titel	Life History Insights into the Early Childhood and Education Experiences of Froebel Trainee Teachers 1952-1967
Quelle	In: History of Education, 45 (2016) 2, S.206-224 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0046-760X
DOI	10.1080/0046760X.2015.1069410
Schlagwörter	Early Childhood Education; Educational Experience; Womens Education; Educational History; Family Characteristics; Social Capital; Foreign Countries; Self Concept; College Admission; Values; Secondary Education; Educational Philosophy; Play; Outdoor Education; Teacher Education Programs; Transformative Learning; Sexual Identity; Sex Role; Employment; Personal Narratives; Qualitative Research; Semi Structured Interviews; United Kingdom (London) + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Bildungserfahrung; 'Women''s education'; Frauenbildung; History of education; Bildungsgeschichte; Sozialkapital; Ausland; Selbstkonzept; Hochschulzugang; Hochschulzulassung; Zulassung; Wertbegriff; Sekundarbereich; Bildungsphilosophie; Erziehungsphilosophie; Spiel; Freiluftunterricht; Pädagogische Transformation; Geschlechtsidentität; Sexuelle Identität; Geschlechterrolle; Dienstverhältnis; Erlebniserzählung; Qualitative Forschung
Abstract	Drawing on life-history interview data collected as part of a research project funded by the Froebel Trust, this paper explores the family backgrounds and educational experiences reported by nine women who attended Froebel College located in London in the United Kingdom (UK), in the 1950s and 1960s. Informed by Bourdieu's theories of habitus and field and theories of identity, this paper explores any shared habitus and dispositions within the early childhood and family milieu reported by the participants. The paper also considers the women's educational experiences and their stories of getting into Froebel College, reflecting on the commonality of family values and the secondary education pathways they reported. The findings show some striking resonances between Froebel's educational ideals, in particular his belief in the mystical and transformative power of learning through play and engaging with nature, and the participants' stories of their early childhood experiences. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01