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Autor/inn/en | Horppu, Ritva; Ikonen-Varila, Merja |
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Titel | Mental Models of Attachment as a Part of Kindergarten Student Teachers' Practical Knowledge about Caregiving |
Quelle | In: International Journal of Early Years Education, 12 (2004) 3, S.231-243 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0966-9760 |
Schlagwörter | Preschool Teachers; Kindergarten; Career Choice; Student Teachers; Attachment Behavior; Beginning Teachers; Interviews; Teacher Motivation; Foreign Countries; Cognitive Structures Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Attachment; Bindungsverhalten; Junior teacher; Junglehrer; Interviewing; Interviewtechnik; Ausland; Cognitive structure; Kognitive Struktur |
Abstract | The present study investigated beginning kindergarten student teachers' mental models of attachment as a part of their practical knowledge about caregiving. Mental models of attachment (i.e. how students construct their own attachment-related childhood experiences and relationships from their current perspective) were assessed with an Adult Attachment Interview. The participants were 82 female first-year students in the University of Helsinki. Forty-four per cent of the students were classified as dismissive of attachment, 43% as secure/autonomous, and 13% as preoccupied. The study also investigated student teachers' motives for entering kindergarten teacher education, and the possible relationship between students' mental models of attachment and their motives for entering the field. Participants' attachment status was significantly associated with their career preference, and the expression and complexity of their motives. Students with a secure/autonomous mental model of attachment were the most certain students concerning career choice, and they were the most likely to express both child-centred and self-centred motives for entering the education. (Author). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |