Country-Specific Narratives of the Professional Preparation of Infant-Toddler Teachers in Hong Kong China, Aotearoa New Zealand and the USA

Autor/inn/en	Siu, Tik Sze Carrey; Cooper, Maria; Mcmullen, Mary Benson
Titel	Country-Specific Narratives of the Professional Preparation of Infant-Toddler Teachers in Hong Kong China, Aotearoa New Zealand and the USA
Quelle	In: Early Years: An International Journal of Research and Development, 43 (2023) 3, S.469-483 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-5146
DOI	10.1080/09575146.2023.2232948
Schlagwörter	Foreign Countries; Early Childhood Education; Early Childhood Teachers; Preservice Teacher Education; Comparative Analysis; Cross Cultural Studies; Values; Cultural Influences; Curriculum; Practicums; Expectation; Hong Kong; New Zealand; United States + Suchen Sie Ihr Suchwort? Ausland; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Early childhood education; Teacher; Teachers; Frühe Kindheit; Lehrer; Lehrerin; Lehrende; Lehramtsstudiengang; Lehrerausbildung; Cultural comparison; Kulturvergleich; Wertbegriff; Cultural influence; Kultureinfluss; Curricula; Lehrplan; Rahmenplan; Practicum; Praktikum; Praktika; Expectancy; Erwartung; Hongkong; Neuseeland; USA
Abstract	Using a qualitative descriptive design, researchers describe and identify similarities and differences in the professional preparation of infant-toddler care and education (ITCE) teachers at university based teacher education programmes in Hong Kong China, Aotearoa New Zealand, and the USA. Researchers overview the ITCE landscape, describe statutory regulations, and consider major documents and prevalent ideas influencing ITCE teacher education in their respective countries. Key findings are presented from each researcher's analysis of the teacher education programmes at their own institutions and then summarised in descriptive narratives around four major themes: (1) country-specific values, (2) pedagogical elements, (3) curriculum focus, and (4) teaching practicum expectations. On the basis of a dialogic deliberative process, the three researchers then discuss the findings together by deliberating upon how culture in the forms of norms, values, prevailing beliefs, and expectations, appeared to -- intentionally or unintentionally -- shape the three different approaches to preparing students to become fully-qualified teachers of infants and toddlers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01