Developing Timorese Early Years Teachers' Pedagogy through an Australian Mentoring Programme

Autor/inn/en	Bennett, Jessica; Burridge, Peter
Titel	Developing Timorese Early Years Teachers' Pedagogy through an Australian Mentoring Programme
Quelle	In: International Journal of Early Years Education, 26 (2018) 1, S.104-118 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0966-9760
DOI	10.1080/09669760.2017.1343133
Schlagwörter	Foreign Countries; Early Childhood Education; Training Methods; Mentors; Play; Qualitative Research; Case Studies; Semi Structured Interviews; Vignettes; Educational Philosophy; Learning Activities; Evaluation Methods; School Community Relationship; Teacher Education Programs; Experienced Teachers; Teaching Skills; Knowledge Base for Teaching; Timor-Leste; Australia + Suchen Sie Ihr Suchwort? Ausland; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Didaktik; Trainingsmaßnahme; Spiel; Qualitative Forschung; Case study; Fallstudie; Case Study; Bildungsphilosophie; Erziehungsphilosophie; Lernaktivität; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Teaching theory; Theory of teaching; Unterrichtstheorie; Australien
Abstract	This paper explores the successful mentoring of Timor-Leste early years teachers by Australian teachers to expand their knowledge and practice of child-centred play-based pedagogy. The mentoring programme for the Timorese teachers occurred through an extended visit to a school in Victoria, Australia, for eight weeks to work with mentor teachers in their early years classrooms. Data were collected to explore the effectiveness of the programme through classroom observations and participant interviews. Observations were conducted in the classrooms of the mentees before the programme to provide context for the interviews and after the programme for indications of pedagogical change. The mentoring programme supported the Timorese teachers to reflect and review early years pedagogy. It led to changes in their teaching philosophy, design of learning activities and the inclusion of assessment practices. After two years the Timor-Leste teachers were using a child-centred play-based model of teaching and learning to guide the development, organisation and facilitation of learning activities at their kindergarten. The foundation of the mentor programme's success was the trusted and equitable relationships between the teachers and the organisations involved. Understanding of cultural differences was acknowledged and supported the robust discussions and reflections that empowered teachers to take action. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01