Preservice Teacher Learning within a Kindergarten Internship: Insights for Early Childhood Teacher Educators

Autor/inn/en	Han, Heejeong Sophia; Damjanovic, Victoria
Titel	Preservice Teacher Learning within a Kindergarten Internship: Insights for Early Childhood Teacher Educators
Quelle	In: Teacher Educator, 49 (2014) 4, S.284-304 (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0887-8730
DOI	10.1080/08878730.2014.943622
Schlagwörter	Preservice Teachers; Kindergarten; Internship Programs; Early Childhood Education; Teacher Education; Qualitative Research; Seminars; Focus Groups; Course Evaluation; Feedback (Response); Grounded Theory; Cooperating Teachers; Supervisors; Educational Environment; Elementary Secondary Education; Federal Legislation; Educational Legislation; Assignments; Resilience (Psychology); Positive Attitudes; Social Behavior + Suchen Sie Ihr Suchwort? Berufspraktische Ausbildung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Lehrerausbildung; Lehrerbildung; Qualitative Forschung; Seminar; Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Bundesrecht; Bildungsrecht; Schulgesetz; Assignment; Auftrag; Zuweisung; Social behaviour; Soziales Verhalten
Abstract	This study is an examination of early childhood preservice teachers' kindergarten internship experiences to identify the supportive and challenging conditions for their learning and explore in what ways those conditions are productive or unproductive for them, based on ecological perspective as a theoretical framework. Qualitative data were collected from weekly seminar notes and field notes by the researchers, a focus group with the preservice teachers, and course evaluation feedback. Through a constant comparative analysis approach, the findings indicate that both supportive and challenging learning conditions were created by collaborating teachers, preservice teachers, and the university supervisors. The findings illuminate the complex responsibilities of early childhood teacher educators to develop horizontal expertise for both themselves and preservice teachers so they can negotiate the best practices from research and the reality of school contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10