Understanding Stories of Professional Formation during Early Childhood Education and Care Practice Placements

Autor/in	Taylor, Mark
Titel	Understanding Stories of Professional Formation during Early Childhood Education and Care Practice Placements
Quelle	In: Irish Educational Studies, 37 (2018) 2, S.227-241 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Taylor, Mark)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0332 3315
DOI	10.1080/03323315.2018.1465838
Schlagwörter	Early Childhood Education; Inquiry; Story Telling; Interviews; Preservice Teachers; Preschool Teachers; Student Teaching; Communities of Practice; Research Methodology; Undergraduate Students; Supervisors; Foreign Countries; Ireland + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Interviewing; Interviewtechnik; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Teaching practice; Unterrichtspraxis; Community; Research method; Forschungsmethode; Ausland; Irland
Abstract	Narrative inquiry as a methodological approach enables us to examine how people represent their experiences and selves through storytelling (Chase, S. E. 2005. "Narrative Inquiry: Multiple Lenses, Approaches, Voices." In "The Sage Handbook of Qualitative Research", edited by N. Denzin and Y. Lincoln, 651-679. London: Sage). To understand these constructions, other kinds of knowledge are required. Theories of social life, for example, help to interpret areas which narrative inquiry is good at revealing about human experiences such as the animation of temporality, sociality and place (Clandinin, J., V. Caine, A. Estefan, J. Huber, M. S. Murphy, and P. Steeves. 2015. "Places of Practice: Learning to Think Narratively." "Narrative Works" 5 (1). Accessed November 30, 2017. https://journals.lib.unb.ca/index.php/NW/issue/view/1799). Drawing on interviews with practice educators and final-year undergraduate early childhood education and care (ECEC) students in North-West Ireland, this paper considers how narrative inquiry and education theories work together to illuminate key learning experiences of ECEC undergraduate students during 12-week practice placements. In this paper I attempt to show how two education theories--'Threshold Concepts' and 'Communities of Practice'--shed light on the nature of these key learning experiences. The paper suggests that narrative inquiry offers an emancipatory research approach by uncovering human and reflective elements of learning journeys made by ECEC students during their practice placements. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01