Literaturnachweis - Detailanzeige
| Autor/inn/en | Mahony, Linda; Disney, Leigh; Griffiths, Sara; Hazard, Helen; Nutton, Georgie |
|---|---|
| Titel | Straddling the Divide: Early Years Preservice Teachers' Experiences Working within Dual Policy Contexts |
| Quelle | In: Australasian Journal of Early Childhood, 45 (2020) 2, S.183-196 (14 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1836-9391 |
| DOI | 10.1177/1836939120918501 |
| Schlagwörter | Preservice Teachers; Preschool Teachers; Teaching Experience; Student Attitudes; Grounded Theory; Decision Making; Placement; Educational Environment; Beginning Teacher Induction; Education Work Relationship; Preservice Teacher Education; Mentors; Pedagogical Content Knowledge; Teacher Education Curriculum; Foreign Countries; Educational Change; Curriculum Development; Females; Teacher Collaboration; Student Teaching; Models; Work Experience; Individual Characteristics; Educational Policy; Australia Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Schülerverhalten; Decision-making; Entscheidungsfindung; Betriebspraktikum; Praktikum; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Lehramtsstudiengang; Lehrerausbildung; Pädagogische Kompetenz; Ausland; Bildungsreform; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Weibliches Geschlecht; Lehrerkooperation; Teaching practice; Unterrichtspraxis; Analogiemodell; Employment experience; Job experience; Occupational experience; Berufserfahrung; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Politics of education; Bildungspolitik; Australien |
| Abstract | This study explored the lived experiences of 20 Australian early childhood preservice teachers while on practical experience placement and examined the factors that informed their pedagogical experiences when working across both prior-to-school and school settings. Transcripts from interviews were analysed using grounded theory-informed methodology. Findings highlighted that preservice teachers' prior experiences, and their experiences during placement, shaped their perspectives and pedagogical decisions when working across the two education contexts. Findings showed a disparity between preservice teachers' practical experiences on placement in prior-to-school and school settings. Understanding the discontinuities for early childhood preservice teachers between the two education environments is instructive for theoretical knowledge, content design of tertiary degrees and the support needed for successful transference of skills and induction into early childhood teaching contexts. Close work with industry partners is needed on mentorship and explicit application of early childhood technical knowledge in differing curricula environments. (As Provided). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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