Discussion-Case Analysis for Facilitating Pre-Service Teachers' Exploration of Play in the Early Childhood Classroom

Autor/inn/en	Resnick, Meredith; Johnson, Ane T.
Titel	Discussion-Case Analysis for Facilitating Pre-Service Teachers' Exploration of Play in the Early Childhood Classroom
Quelle	In: Networks: An Online Journal for Teacher Research, 22 (2020) 3, Artikel 5 (34 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2470-6353
Schlagwörter	Preservice Teachers; Early Childhood Education; Young Children; Value Judgment; Knowledge Level; Play; Classroom Techniques; Educational Research; Developmentally Appropriate Practices; Cooperative Learning; Communities of Practice; Group Discussion; Case Method (Teaching Technique); Vignettes; Change Agents; Student Teachers; Student Teacher Attitudes + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Frühe Kindheit; Werturteil; Wissensbasis; Spiel; Klassenführung; Bildungsforschung; Pädagogische Forschung; Entwicklungsbezogene Bildung; Kooperatives Lernen; Community; Gruppendiskussion; Case method; Fallmethode; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin
Abstract	This study sought to examine the experience of early childhood pre-service teachers participating in facilitated research analysis with discussion-case application. Specifically, we were interested in the impact on teachers' knowledge of and attitude towards the role and value of play in the classroom. This study describes the qualitative phase of a sequential explanatory mixed method research project. Eight participants were interviewed after participating in an in-class activity of analyzing a piece of research on play and applying it to a hypothetical discussion-case in a small group. Four key findings emerged from this study: participants viewed play as inextricably connected to learning; participants were committed to the incorporation of play in their future classrooms, many articulating a resolve to become agents of change; participants found that working in small collaborative groups to be advantageous, creating a community of practice; finally, participants found that the process of applying research to a discussion-case to be beneficial due to its feasibility. The findings from this study are encouraging because they demonstrate the potential of facilitated research analysis with discussion-case application as a strategy for fostering a deep understanding of the purpose and importance of play in the early-childhood classroom, as well as potentially cultivating a commitment to preserving play in the early childhood classroom. Discussion-cases may also serve as a tool for exploring other key concepts with prospective teachers. The findings have implications for teacher-educators as they prepare early childhood preservice teachers. (As Provided).
Anmerkungen	New Prairie Press, Kansas State University Libraries. 137 Hale Library, Manhattan, KS 66506. e-mail: nppress@ksu.edu; Web site: http://newprairiepress.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01