Naslov
Early childhood practicum as a place for transformation of early childhood students' conceptions of teaching and learning

Autori
Borovac, Tijana

Vrsta, podvrsta i kategorija rada
Sažeci sa skupova, sažetak, znanstveni

Izvornik
29th EECERA Annual Conference: Early Years: Making it Count (Abstract Book) / - , 2019, 23-24

Skup
29th EECERA Conference Early Years: Making it Count

Mjesto i datum
Thessaloniki, Grčka, 20.08.2019. - 23.08.2019

Vrsta sudjelovanja
Predavanje

Vrsta recenzije
Međunarodna recenzija

Ključne riječi
early years practicum, pedagogical documentation, student teachers, children's learning, reflection

Sažetak
The aim of this study is to explore experiences of early childhood teacher students during their early practicum in kindergarten, how they reflect and describe children's learning through their documentation. Previous studies showed that working with children in early years' practicum, creates opportunities for early childhood student to re-think their existing beliefs about children ways of thinking and learning (Recchia, Shin, 2010), particularly if they were based on documentation. Rinaldi (2006) emphasises that for the teacher, being able to reflect on how the learning is proceeding means that teacher can base his teaching not on what he wants to teach, but on what the child wants to learn. The theoretical framework of the study is socio- cultural with reference to Dewey, Vygotsky and Rogoff. The design of the study was qualitative case study in nature, involving 25 students. The data were collected through pre and post focus group interviews, document analysis of their documentation and reflections about their documentation experience. An informed consent has been obtained from all students to provide confidentiality. Early practicum provided a unique context for challenging some previously held notions concerning early childhood teaching and learning as the students encountered. When student teacher sees their role as learning alongside the children, their actions and documentation is very different than when they are thinking of their self as a conveyer of information, mediators of conflicts. Implications for future research and practice for early childhood teacher preparation programs are discussed particularly on basis of pedagogical documentation.

Izvorni jezik
Engleski

Znanstvena područja
Pedagogija

POVEZANOST RADA