The Theory-Practice Challenge: International Early Childhood Education Students Making Connections in Australia

Autor/inn/en	Rouse, Elizabeth; Joseph, Dawn
Titel	The Theory-Practice Challenge: International Early Childhood Education Students Making Connections in Australia
Quelle	In: New Zealand Journal of Teachers' Work, 16 (2019) 1-2, S.31-47 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1176-6662
Schlagwörter	Theory Practice Relationship; Foreign Students; Teacher Education; Preservice Teachers; Foreign Countries; Play; Student Centered Learning; Masters Programs; Practicums; Preschools; Early Childhood Teachers; Teacher Role; Cultural Differences; Stress Variables; Student Adjustment; Student Attitudes; Asians; Preschool Children; Australia; China; Singapore; Taiwan; Hong Kong; Malaysia + Suchen Sie Ihr Suchwort? Theorie-Praxis-Beziehung; Lehrerausbildung; Lehrerbildung; Ausland; Spiel; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Magister course; Magisterstudiengang; Practicum; Praktikum; Praktika; Early childhood; Early childhood education; Teacher; Teachers; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende; Lehrerrolle; Kultureller Unterschied; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Schülerverhalten; Asian; Asiat; Asiatin; Asiaten; Asiate; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Australien; Singapur; Hongkong
Abstract	Increasing numbers of international students are enrolling in Australian universities in early childhood teaching degrees. For many of these students understanding the early childhood education pedagogies and approaches is a different way of viewing teaching and learning from their own cultural perspective. Many of these students struggle to understand the teaching and learning theory that underpins early childhood education in Australia which draws on play-based pedagogies, child-centred learning, and intentional teaching. This small-scale case study sought to gain insights into how international students undertaking a Master of Teaching (Early Childhood) in an Australian university were enabled to link their theoretical learning to practical applications of being an early childhood teacher. Using questionnaire data, the study found that the international students struggled to connect the theory and pedagogical thinking that underpins early childhood education. What was most significant for these students was the experiences they gained through their practical placements. (As Provided).
Anmerkungen	New Zealand Journal of Teachers' Work. Auckland University of Technology, Private Bag 92006, Auckland 1142, New Zealand. Web site: https://ojs.aut.ac.nz/teachers-work/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01