Understanding the Motivation of Associate Teachers in Early Childhood Education

Autor/in	Woolston, Debbie
Titel	Understanding the Motivation of Associate Teachers in Early Childhood Education
Quelle	In: Early Childhood Folio, 23 (2019) 2, S.24-28 (5 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0112-0530
Schlagwörter	Early Childhood Teachers; Student Teachers; Teacher Motivation; Practicums; Teacher Role; Communities of Practice; Career Choice; Teacher Persistence; Job Satisfaction + Suchen Sie Ihr Suchwort? Early childhood; Early childhood education; Teacher; Teachers; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Practicum; Praktikum; Praktika; Lehrerrolle; Community; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit
Abstract	Practicum is understood as a critical part of initial teacher education, and associate teachers play a vital and influential role for student teachers in their practicum experience. A substantial amount of research has focused on understanding the perspective of student teachers during their practicums, as well as the requirements of the associate teacher role. However, there is little information regarding the motivation of associate teachers in undertaking this type of a role. This article draws on the findings of a study that considered associate teachers as members of communities of practice and looked at what informed their understandings around their motivation for becoming and remaining associate teachers. (As Provided).
Anmerkungen	New Zealand Council for Educational Research. Level 10, 178 Willis Street, Wellington, New Zealand 6011. Tel: +64 4 802 1445; e-mail: subscriptions@nzcer.org.nz; Web site: https://www.nzcer.org.nz/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01