Uncovering Pre-Service Teachers' Play Discourse in Digital Photo Essays in Myanmar, South Korea, and the United States

Autor/inn/en	Huh, Youn Jung; Im, Haesung; Lim, Boo Young
Titel	Uncovering Pre-Service Teachers' Play Discourse in Digital Photo Essays in Myanmar, South Korea, and the United States
Quelle	In: Journal of Research in Childhood Education, 34 (2020) 1, S.76-92 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-8543
DOI	10.1080/02568543.2019.1692106
Schlagwörter	Foreign Countries; Comparative Education; Preservice Teachers; Photography; Essays; Technology Uses in Education; Children; Play; Discourse Analysis; Developmental Psychology; Cultural Context; Inclusion; Cross Cultural Studies; Preservice Teacher Education; Burma; South Korea; United States + Suchen Sie Ihr Suchwort? Ausland; Vergleichende Erziehungswissenschaft; Fotografie; Essay; Aufsatzunterricht; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Child; Kind; Kinder; Spiel; Diskursanalyse; Entwicklungspsychologie; Inklusion; Cultural comparison; Kulturvergleich; Lehramtsstudiengang; Lehrerausbildung; Korea; Republik; USA
Abstract	By critiquing universal approaches to addressing children's play, this study aims to examine early childhood pre-service teachers' discourse on young children's play in a local context. With a multivocal ethnography, pre-service teachers in Myanmar, South Korea, and the United States participated in a project in which they created, exchanged, and discussed digital photo essays cross-culturally. The findings suggest the prevalence of dominant play discourse (i.e., western developmental psychology in children's play) in pre-service teachers' digital photo essays. However, the way participants interpret play varies depending on the local context and cultural values. Cross-cultural exchange on digital photo essays and further discussion enabled pre-service teachers to understand the complex interplay between global discourse and local experiences on the conceptualization of young children's play. We discuss the implications of encouraging pre-service teachers to promote culturally inclusive and contextually appropriate conceptualizations of children's play in various cultural settings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01