Trajectories in Teacher Education: Recognising Prior Learning in Practice

Autor/inn/en	Andersson, Per; Hellberg, Kristina
Titel	Trajectories in Teacher Education: Recognising Prior Learning in Practice
Quelle	In: Asia-Pacific Journal of Teacher Education, 37 (2009) 3, S.271-282 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359-866X
Schlagwörter	Teacher Education; Student Teachers; Prior Learning; Interviews; Transfer of Training; Educational Practices; Student Teacher Attitudes; Stakeholders; Child Caregivers; Communities of Practice; Preschool Curriculum; Recognition (Achievement); Caregiver Training; Foreign Countries; Sweden + Suchen Sie Ihr Suchwort? Lehrerausbildung; Lehrerbildung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Vorkenntnisse; Interviewing; Interviewtechnik; Training; Transfer; Ausbildung; Bildungspraxis; Caregiver; Caregivers; Carer; Child; Children; Kinderbetreuung; Community; Soziale Anerkennung; Ausland; Schweden
Abstract	This article analyses the trajectories into teacher education of a group of child minders who are studying to become pre-school teachers. The specific focus is what impact their prior experiences and learning from pre-school have on their trajectories, and how these experiences and learning are recognised in the first year of teacher education. A situated learning perspective is applied, with a focus on participation and trajectories in the two communities of practice in which teacher education is situated--the university and the pre-school. The data consist of transcribed interviews with ten student teachers, and additional data are gathered from stakeholders in the program. The results show that prior experiences and learning are given implicit and indirect recognition. In the practice of the pre-school, the trajectory means a shift in identity, from child minder to student teacher and pre-school teacher. In the practice of the university, prior experiences and learning help students in their trajectories from peripheral to fuller participation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10