Culture and Practice in Early Childhood Teacher Education in Namibia and Canada [Konferenzbericht] Paper presented at the Annual International Conference of the Bulgarian Comparative Education Society (BCES) (12th, Sofia and Nessebar, Bulgaria, Jun 2014).

Autor/inn/en	Prochner, Larry; Cleghorn, Ailie; Kirova, Anna; Dachyshyn, Darcey; Massing, Christine
Titel	Culture and Practice in Early Childhood Teacher Education in Namibia and Canada [Konferenzbericht] Paper presented at the Annual International Conference of the Bulgarian Comparative Education Society (BCES) (12th, Sofia and Nessebar, Bulgaria, Jun 2014).
Quelle	(2014), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Foreign Countries; Early Childhood Teachers; Teacher Education Programs; Immigrants; Social Change; Preschool Children; Cultural Influences; Western Civilization; Child Development; Developmentally Appropriate Practices; Preservice Teachers; Child Caregivers; Workplace Learning; Canada; Namibia + Suchen Sie Ihr Suchwort? Ausland; Early childhood; Early childhood education; Teacher; Teachers; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende; Immigrant; Immigrantin; Immigranten; Sozialer Wandel; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Cultural influence; Kultureinfluss; Kindesentwicklung; Entwicklungsbezogene Bildung; Caregiver; Caregivers; Carer; Kinderbetreuung; Kanada
Abstract	This comparative and qualitative study-in-progress focuses on two early childhood teacher education (ECTE) programs in contexts where the participants are undergoing rapid social and personal change: a program in Namibia and a program for immigrant childcare educators in Canada. The objective is to provide in-depth understanding of the ways in which differing ideas about ECTE are reflected in practice. It is important to ensure that ECTE programs prepare teachers to dovetail children's preparation for school with meaningful connections to the culture and language of the home community, since more and more children spend their preschool years in early childhood (EC) centres that are becoming increasingly westernized in character. The data will stem from analysis of early childhood care and education and ECTE curricula; policy and other documents; focused observations in ECTE classes; and interviews with teacher educators and students. The results are expected to illuminate issues and strategies which are most likely to be effective for ECTE programs, with implications for teacher education in a range of settings in both the majority and minority worlds. [For the complete Volume 12 proceedings, see ED597979.] (As Provided).
Anmerkungen	Bulgarian Comparative Education Society. Blvd Shipchenski prohod 69 A, 1574 Sofia, Bulgaria. e-mail: info@bces-conference.org; Web site: http://www.bces-conference.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01