A Fair Game or No Contest? Contested Identities in Teacher Education

Autor/in	Moles, Janet
Titel	A Fair Game or No Contest? Contested Identities in Teacher Education
Quelle	In: Gender and Education, 26 (2014) 2, S.168-179 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0954-0253
DOI	10.1080/09540253.2014.888404
Schlagwörter	Student Teachers; Preschool Teachers; Minority Group Teachers; Foreign Countries; Teaching Methods; Teacher Educators; Semi Structured Interviews; Gender Differences; Cultural Influences; Minority Group Students; Personal Narratives; Qualitative Research; New Zealand + Suchen Sie Ihr Suchwort? Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Geschlechterkonflikt; Cultural influence; Kultureinfluss; Erlebniserzählung; Qualitative Forschung; Neuseeland
Abstract	The narrative of one ethnic minority early childhood student teacher tells of her journey as she (re)constructs her identities as a Cook Island woman and as a pre-service teacher, during a teacher education course in New Zealand. This story conveys her experiences of learning across different pedagogical paradigms. Findings show that teacher education lecturers can significantly enhance the learning experience for ethnic minority pre-service teachers by incorporating existing knowledges and understandings in course content and delivery. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10