Problematic Placement: Pathways Pre-Service Teachers' Perspectives on Their Infant/Toddler Placement

Autor/inn/en	Rouse, Liz; Morrissey, Anne-Marie; Rahimi, Mohammadali
Titel	Problematic Placement: Pathways Pre-Service Teachers' Perspectives on Their Infant/Toddler Placement
Quelle	In: Early Years: An International Journal of Research and Development, 32 (2012) 1, S.87-98 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-5146
Schlagwörter	Student Teachers; Age; Early Childhood Education; Supervision; Toddlers; Infants; Educational Change; Preservice Teachers; Pilot Projects; Surveys; Student Placement; Focus Groups; Mentors; Age Groups; Foreign Countries; Teaching Methods; Australia + Suchen Sie Ihr Suchwort? Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Alter; Lebensalter; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Infant; Infants; Toddler; Kleinkind; Toddlers; Bildungsreform; Pilot project; Modellversuch; Pilotprojekt; Survey; Umfrage; Befragung; Schülerpraktikum; Age grop; Altersgruppe; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Australien
Abstract	The inclusion of an infant/toddler placement in a "pathways" early childhood teaching degree, where students already have qualifications and experience in working with young children, can be problematic. This pilot study investigated student teachers' views on their infant/toddler (birth-to-two-years) placement. Sixty-six students completing their early childhood education degree at an Australian university responded to a survey seeking their perspectives on the effectiveness of the placement in developing teacher confidence, knowledge and skills, and the quality of the supervision they received. The participants had entered their degree with a two-year Diploma of Children's Services. Responses indicated significant dissatisfaction with the quality of supervision, the absence of teacher-mentors, and the lack of opportunities to practise new approaches. Participants commented that they "already knew" how to work with this age group, and that they aspired to work with older children. The results align with other findings on factors associated with positive placements, and raise questions about the effectiveness of the infant/toddler placement in its current form. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10