Hong Kong Student Teachers' Beliefs about Children's Learning: Influences of a Cross-Cultural Early Childhood Teaching Experience

Autor/inn/en	Brownlee, Joanne; Chak, Amy
Titel	Hong Kong Student Teachers' Beliefs about Children's Learning: Influences of a Cross-Cultural Early Childhood Teaching Experience
Quelle	In: Australian Journal of Educational & Developmental Psychology, 7 (2007), S.11-21 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1446-5442
Schlagwörter	Preservice Teacher Education; Student Teachers; Practicums; Teacher Education Programs; Young Children; Foreign Countries; Teaching Experience; Student Teacher Attitudes; Cross Cultural Studies; Cultural Differences; Cultural Pluralism; Program Effectiveness; Learning Processes; Constructivism (Learning); Preschool Teachers; Australia; Hong Kong + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Practicum; Praktikum; Praktika; Frühe Kindheit; Ausland; Cultural comparison; Kulturvergleich; Kultureller Unterschied; Kulturpluralismus; Learning process; Lernprozess; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Australien; Hongkong
Abstract	Twenty-one in-service early childhood students participated in a teaching practicum in Australia as part of the final year of a Bachelor of Arts in Hong Kong. Students spent two weeks visiting a university and early childhood settings in Australia. The university based component of the program included workshops and discussions with lecturing staff located in both the Australian and Hong Kong universities. Students were asked to complete written statements about "What is children's learning?" before and after their practicum experience. An inductive analysis of students' written statements and practicum evaluations revealed an increase in beliefs about children's learning as "active understanding" over the two-week period. Implications for teacher education programs are discussed. (Contains 2 tables and 1 footnote.) (As Provided).
Anmerkungen	University of Newcastle. School of Education, Callaghan, NSW 2308, Australia. e-mail: ajedp@newcastle.edu.au; Web site: http://www.newcastle.edu.au/group/ajedp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10