"What's Your Image of the Child?" Examining Trajectories of Prospective ECE Teachers' Beliefs during Practicum

Autor/in	Araújo, Sara Barros
Titel	"What's Your Image of the Child?" Examining Trajectories of Prospective ECE Teachers' Beliefs during Practicum
Quelle	In: European Early Childhood Education Research Journal, 30 (2022) 6, S.899-911 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-293X
DOI	10.1080/1350293X.2022.2081345
Schlagwörter	Practicums; Early Childhood Education; Preschool Teachers; Decision Making; Teaching Methods; Masters Programs; Personal Narratives; Graduate Students; Childrens Rights; Child Development; Teacher Education Programs; Student Attitudes; Attitude Change; Preschool Children; Foreign Countries; Portugal + Suchen Sie Ihr Suchwort? Practicum; Praktikum; Praktika; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Decision-making; Entscheidungsfindung; Teaching method; Lehrmethode; Unterrichtsmethode; Magister course; Magisterstudiengang; Erlebniserzählung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; 'Children''s rights'; Kindesrecht; Kindesentwicklung; Schülerverhalten; Attitudinal change; Einstellungsänderung; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Ausland
Abstract	Research literature acknowledges the influential role of teachers' beliefs on their interpretations, decision-making and pedagogical practices. It also suggests that initial teacher education (ITE) plays a relevant role in explicitly addressing beliefs that students hold. This study aims to examine beliefs about the child of prospective early childhood education (ECE) teachers at two stages of their ITE, before and after completing field-based practicum. Thirty-four students attending a professional Master in ECE participated in the study. Students' written narratives on the image of the child were collected in both stages, with data analysis allowing for the emergence of eight categories. Changes in the image of the child were identified, with a tendency towards a more agentic, non-universalistic, rights-based perspective about the child at the end of the practicum, but also the persistence of beliefs less responsive to children's rights. Implications are drawn on the relevance of recursive praxeological dialogues among beliefs, practices and theories in ECE teacher education programmes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01