Early Childhood Student Teacher's Reflective Practice through Children's Work

Autor/in	Davis, Sara McCormick
Titel	Early Childhood Student Teacher's Reflective Practice through Children's Work
Quelle	In: Journal of Early Childhood Teacher Education, 25 (2004) 1, S.49-59 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1090-1027
Schlagwörter	Student Teachers; Reflective Teaching; Early Childhood Education; Phenomenology; Constructivism (Learning) + Suchen Sie Ihr Suchwort? Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Phenomenological psychology; Phänomenologie; Psychologie
Abstract	The National Board of Professional Teaching Standards states that model teachers reflect on children's work to inform their practice. The study examines what that means for pre-service early childhood teachers. Six student teachers were asked to reflect on their practice by talking about their teaching when viewing children's work generated by the student teacher's lesson. A phenomenological approach was used to analyze their responses. Four of the six student teachers in the study did not question their practice and made few connections between children's work and their teaching. Two student teachers, identified as more highly reflective, questioned the status quo of the more traditional classrooms in which they were placed. The results of the study seem to show that reflective student teachers can use children's work to inform their practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10