Early Childhood Student Teachers' Images and Their Classroom Practice.

Autor/inn/en	Lin, Yu-Wei; Spodek, Bernard
Titel	Early Childhood Student Teachers' Images and Their Classroom Practice.
Quelle	(1994), (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Attitude Change; Case Studies; Cognitive Structures; Context Effect; Early Childhood Education; Educational Practices; Foreign Countries; Higher Education; Personal Narratives; Preservice Teacher Education; Prior Learning; Student Teacher Attitudes; Student Teachers; Student Teaching; Teaching Experience; Taiwan + Suchen Sie Ihr Suchwort? Attitudinal change; Einstellungsänderung; Case study; Fallstudie; Case Study; Cognitive structure; Kognitive Struktur; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Bildungspraxis; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Erlebniserzählung; Lehramtsstudiengang; Lehrerausbildung; Vorkenntnisse; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Teaching practice; Unterrichtspraxis
Abstract	The term "image" has been employed in various ways to describe the practical knowledge teachers have derived from their own experiences. These images grounded in personal experience are also assumed to guide student teachers' thoughts and actions in the classroom. Adopting a case study method, this study examined two early childhood student teachers' teaching images and their classroom practice. Classroom observations, videotaping, interviews, written plans, personal journals, and reflections were the major sources of data. Based on an analysis of the data, this paper discusses: (1) early childhood student teachers' images of teaching in classroom practice; (2) changes in teaching images during the student teaching period; and (3) possible influential factors on student teachers' images. Findings indicated: student teachers hold specific teaching images before they start preservice training; these images are deeply rooted in their own experiences and appear to be ways of representing knowledge that could readily be translated into action; and the growth of student teachers' images may require teacher educators to consider how best to design training activities in which students' existing knowledge is scrutinized and challenged. (Contains 28 references.) (LL)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC