Learning and Knowledge Development in Preschool Teacher Education and Practicum

Autor/inn/en	Johansson, Inge; Sandberg, Anette
Titel	Learning and Knowledge Development in Preschool Teacher Education and Practicum
Quelle	In: Early Child Development and Care, 182 (2012) 7, S.907-920 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2011.592188
Schlagwörter	Preservice Teacher Education; Interaction; Preschool Teachers; Educational Practices; Practicums; Foreign Countries; Supervision; Learning Processes; Observation; Reflection; Educational Theories; Knowledge Base for Teaching; Sweden + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Interaktion; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Bildungspraxis; Practicum; Praktikum; Praktika; Ausland; Learning process; Lernprozess; Beobachtung; Educational theory; Theory of education; Bildungstheorie; Teaching theory; Theory of teaching; Unterrichtstheorie; Schweden
Abstract	In Swedish teacher education, all preschool teacher students have to include a school-based element and to take part in a local educational practice, in a preschool or in another form of educational setting, such as a preschool class or after-school recreation centre. In this study, we have asked a group of supervisors about their perception of the content in learning, knowledge development and supervision and also what is going on in learning and knowledge development situations in practice. The theoretical bases for our analysis are theories of interaction and intersubjectivity. The results show that the content of learning and knowledge development is highly integrated with the situation and practice. A preschool teacher student's learning is understood by the supervisors as something that occurs in interaction, where children and preschool teachers are of great importance. The content of learning is related to practical exercise, observation and reflection together with other preschool teachers. Trying new theories and being curious are also associated with learning. (Contains 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10