Scaffolding Immigrant Early Childhood Teacher Education Students toward the Appropriation of Pedagogical Tools

Autor/in	Massing, Christine
Titel	Scaffolding Immigrant Early Childhood Teacher Education Students toward the Appropriation of Pedagogical Tools
Quelle	In: Journal of Early Childhood Teacher Education, 39 (2018) 2, S.73-89 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Massing, Christine)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1090-1027
DOI	10.1080/10901027.2017.1408720
Schlagwörter	Scaffolding (Teaching Technique); Immigrants; Picture Books; Foreign Countries; Early Childhood Education; Teacher Education; Teaching Methods; Communities of Practice; Refugees; Values; Cultural Differences; Ethnography; Discourse Analysis; Field Experience Programs; Teacher Education Programs; Qualitative Research; Student Attitudes; Focus Groups; Singing; Culturally Relevant Education; Cultural Background; Participant Observation; Semi Structured Interviews; Canada + Suchen Sie Ihr Suchwort? Immigrant; Immigrantin; Immigranten; Picture book; Bilderbuch; Ausland; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Lehrerausbildung; Lehrerbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Community; Flüchtling; Wertbegriff; Kultureller Unterschied; Ethnografie; Diskursanalyse; Praxisnahes Lernen; Qualitative Forschung; Schülerverhalten; Gesang; Teilnehmende Beobachtung; Kanada
Abstract	Teacher educators and field placement supervisors in early childhood teacher education (ECTE) programs aid their students in learning a specific repertoire of tools and skills, including pedagogical tools they can mobilize in their future practice. However, these tools reify abstract notions about how to teach young children that are consistent with the values and beliefs of the specific community of practice or culture, and culturally diverse students may ascribe different meanings and uses to the tools. This one-year ethnographic study explored how 20 immigrant and refugee students constructed understandings of the authoritative discourse during their coursework and field placements in an urban ECTE college program in western Canada. Qualitative data were collected through field notes, spatial mapping, interviews, focus groups, and artifacts/documents. Framed by sociocultural-historical theory, this paper focuses on the scaffolding methods used by teacher educators and expert peers to assist students in appropriating children's picture books and songs as tools to use during their field placement experiences. The most effective of these scaffolding strategies used mediational devices to evoke recollections of each student's experiences "back home," thus advancing possibilities for more culturally resonant teacher education classes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01