Open Access. Powered by Scholars. Published by Universities.®
Teacher Education and Professional Development Commons™
Open Access. Powered by Scholars. Published by Universities.®
- Discipline
Articles 1 - 4 of 4
Full-Text Articles in Teacher Education and Professional Development
Early Childhood Pre-Service Students’ Transitioning Into Discourses Of Professional Practice, Gloria Quinones, Avis Ridgway
Early Childhood Pre-Service Students’ Transitioning Into Discourses Of Professional Practice, Gloria Quinones, Avis Ridgway
Australian Journal of Teacher Education
The focus of this study is to investigate early childhood students’ discourses of play – based curriculum. In this paper we focus on how students made implicit and explicit links to the Victorian Early Years Learning and Development Framework (VEYLDF). Twenty-six early childhood students had volunteered their de-identified play and pedagogy assignments. We analysed their assignments and selected quotes that focused on their role as educators and related to the VEYLDF. We theorized the concept of conceptual reciprocity as students’ understanding of their role in being sensitive and reciprocal with children and families. Our findings indicated that early childhood pre-service …
Thinking Differently About Infants And Toddlers: Exploring The Reflections Of Future Australian Early Childhood Teachers In Australia, Susanne Garvis, Donna Pendergast
Thinking Differently About Infants And Toddlers: Exploring The Reflections Of Future Australian Early Childhood Teachers In Australia, Susanne Garvis, Donna Pendergast
Australian Journal of Teacher Education
In Australian early childhood teacher education programs, there appears to be a greater focus on the age group of kindergarten children compared to that of infants and toddlers (Garvis, Lemon, Pendergast and Yim, 2013). As a consequence, pre-service teachers may have little opportunity to interact and learn about this important age range. This paper reports on the incorporation of videos of young child and educator interaction into early childhood teacher education programs at one Australian university. The cohort of pre-service teachers (18) were asked to think in a structured way about the videos with the help of a reflective template, …
Do Master Early Childhood Teacher Education Programs Provide Adequate Coverage Of Infants And Toddlers?: A Review Of Content, Susanne Garvis, Matthew Manning
Do Master Early Childhood Teacher Education Programs Provide Adequate Coverage Of Infants And Toddlers?: A Review Of Content, Susanne Garvis, Matthew Manning
Australian Journal of Teacher Education
In Australia, growth in the demand of early childhood services for young children aged birth to three years has placed increased pressure on the early childhood education sector as new policy stipulates the need for qualified teachers. The new policy has resulted in a growth in Master of Early Childhood Education programs in Australian universities. These programs are designed as initial teacher education programs for people with a non-education Bachelor degree wanting to become a qualified early childhood teacher in 18 months.
Little is known about the structure as well as the content of these new programs in their ability …
Scrutinising The Final Judging Role In Assessment Of Practicum In Early Childhood Initial Teacher Education In New Zealand, Qilong Zhang, Paula Cown, Joanne Hayes, Sue Werry, Ruth Barnes, Lois France, Rawhia Tehau-Grant
Scrutinising The Final Judging Role In Assessment Of Practicum In Early Childhood Initial Teacher Education In New Zealand, Qilong Zhang, Paula Cown, Joanne Hayes, Sue Werry, Ruth Barnes, Lois France, Rawhia Tehau-Grant
Australian Journal of Teacher Education
Practicum is the cornerstone of teacher education. Triadic assessment of practicum is an established model in early childhood initial teacher education in New Zealand. Based on a phenomenographic study on assessment of practicum, this paper presents a new perspective on triadic assessment. Interview data are collected from 35 participants (20 associate teachers, 5 visiting lecturers, 10 student teachers) to obtain a specimen of collective conceptions of key stakeholders about triadic assessment. The analysis reveals three sets of logically related categories of conceptions (outcome spaces) that denote the tensions around the final judging role in assessment of practicum, in particular, visiting …