Literaturnachweis - Detailanzeige
Autor/in | Moles, Janet |
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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 |
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 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). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |