Diverse Field Experiences as a Catalyst for Preparing High Quality Early Childhood Teachers

Recchia, Susan L.; Beck, Lisa; Esposito, Ann; Tarrant, Kate

doi:10.1080/10901020902885604

Cited by 25 publications

(7 citation statements)

References 16 publications

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“…The role of the pre-service teacher practicum has been highlighted in the literature as a key factor impacting teachers' careers, having a profound effect on creating both positive and negative beliefs towards teaching practices and acting as an important catalyst for changing pre-service teachers perceptions (Atay, 2007;de Leon-Carillo, 2007;Recchia, Beck, Esposito, & Tarrant, 2009). This sentiment is echoed in the study reported in this paper where the impact of the practical experience had the potential to change career destinations.…”

Section: Discussionmentioning

confidence: 99%

Where to From Here? Career Choices of Pre-service Teachers Undertaking a Dual Early Childhood / Primary Qualification

Nolan

Rouse

2013

AJTE

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Section: Discussionmentioning

confidence: 99%

Where to From Here? Career Choices of Pre-service Teachers Undertaking a Dual Early Childhood / Primary Qualification

Nolan

Rouse

2013

AJTE

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“…In many instances in the conduct of this study, the interns demonstrated behaviors which Rӑdulescu (2013) describes as reflection on their actions and decisions as teachers. Navigating the internship, EC pre-service teachers increased and expanded their understanding of teaching practices and gained appreciation of teacher sensitivity and effectiveness (Recchia, Beck, Esposito, & Tarrant, 2009) as they intend to learn from their experiences. In the study, data showed that learning-to-teach experiences deepen the interns' perspectives on the way they understand the topics they taught; on understanding the nature of the children and how they learn; on implementing strategies to manage children's behaviors and organizing environments for learning.…”

Section: Discussionmentioning

confidence: 99%

Cooperating Teachers’ Mentoring Moves During Internship of Early Childhood Pre-Service Teachers

Calamlam

Mokshein

2019

JRPPTTE

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Understanding the mentoring practices used by cooperating teachers to guide and support early childhood (EC) pre-service teachers' learning-to-teach during internship in a disadvantaged environment was the main purpose of this qualitative case study. Three EC pre-service teachers and their cooperating teachers were purposively selected from whom data was collected through interviews, documents, classroom observations, and post conferences. Collected data were analyzed and identified cooperating teachers' appropriate mentoring behaviors and practices as themes which evolved as a mentoring framework during internship. The findings presented in this study implicate the development of a mentoring framework that will guide the development of cooperating teachers' capability for effective mentoring.

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“…Brownlee et al (2008) suggest that epistemological beliefs move towards evaluativistic beliefs, where beliefs are weighed against empirical evidence and personal values. Recchia, Beck, Esposito and Tarrant (2009) suggest that diverse professional experiences assist educators in becoming cognisant of the multiple ways education and learning take place. Schommer-Aikins and Easter (2006) suggest that epistemological beliefs include how an individual views the structure, stability, source of knowledge, and control and speed of knowledge acquisition.…”

Section: Professional Epistemologymentioning

confidence: 99%

Social Competencies and the Early Years Learning Framework: Understanding Critical Influences on Educator Capacity

Jones

Harcourt

2013

Australasian Journal of Early Childhood

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COnTEmPORARY RESEARCH HAS FOCuSED on the imperatives for social competence in young children. This work has explained the diverse ways this complex construct is defined and the implications for social and academic outcomes for children. As a result of this research, social competence has become an embedded feature of early childhood curriculum frameworks at both an international and national level, the most recent of which is Australia's Early Years Learning Framework (EYLF). Underpinning these frameworks are both implicit and explicit expectations that educators have, in fact, the capacity to support children's development and competence in this area. This paper explores the imperatives for the inclusion of social competencies within contemporary curriculum frameworks. It will be argued that an understanding of the influences that shape educator capacity is critical in supporting effective professional practice.

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Diverse Field Experiences as a Catalyst for Preparing High Quality Early Childhood Teachers

Cited by 25 publications

References 16 publications

Where to From Here? Career Choices of Pre-service Teachers Undertaking a Dual Early Childhood / Primary Qualification

Where to From Here? Career Choices of Pre-service Teachers Undertaking a Dual Early Childhood / Primary Qualification

Cooperating Teachers’ Mentoring Moves During Internship of Early Childhood Pre-Service Teachers

Social Competencies and the Early Years Learning Framework: Understanding Critical Influences on Educator Capacity

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