Autobiography as Resistance to Learnification in Early Childhood Teacher Education

Autor/inn/en	Stearns, Clio; Guadalupe, Aisha
Titel	Autobiography as Resistance to Learnification in Early Childhood Teacher Education
Quelle	In: Curriculum Inquiry, 50 (2020) 4, S.352-371 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0362-6784
DOI	10.1080/03626784.2020.1840910
Schlagwörter	Autobiographies; Resistance (Psychology); Early Childhood Teachers; Preservice Teacher Education; Learning; Teacher Educators; Preservice Teachers; Educational Experience; Teacher Student Relationship + Suchen Sie Ihr Suchwort? Autobiography; Autobiografie; Autobiographie; Resistenz; Early childhood; Early childhood education; Teacher; Teachers; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende; Lehramtsstudiengang; Lehrerausbildung; Lernen; Teacher education; Education; Lehrerbildung; Bildungserfahrung; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	This article works with autobiographical methodologies such as those proposed and propagated by Madeleine Grumet and William Pinar (1975, 2004) to examine and critique the role that an emphasis on learning plays in early childhood teacher education. The authors are an instructor and a student in a course called Foundations in Early Childhood Education. They draw on their life experiences prior to, during, and after the course as data that help them understand how moving away from what Biesta (2017) has problematized as the "learnification" of education might be aided by a return to and ongoing work on autobiography. The authors describe how themes specifically related to loss can be highlighted in a way that enriches personal educational experience and also enhances the psychodynamic and moral capacity of the teacher education trajectory. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01