The Image of the Child Constructed and Transformed by Preservice Teachers in International Contexts

Autor/inn/en	McCartney, Holly; Harris, Teresa
Titel	The Image of the Child Constructed and Transformed by Preservice Teachers in International Contexts
Quelle	In: Action in Teacher Education, 36 (2014) 4, S.264-282 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-6620
DOI	10.1080/01626620.2014.948226
Schlagwörter	Preservice Teachers; Student Attitudes; Children; Practicums; Social Distance; Qualitative Research; Transformative Learning; Study Abroad; Foreign Countries; Early Childhood Education; Kindergarten; Elementary Education; Interviews; Grounded Theory; Content Analysis; Student Journals; Discussion; Photography; Visual Aids; Attitude Change; Italy (Rome); South Korea (Seoul) + Suchen Sie Ihr Suchwort? Schülerverhalten; Child; Kind; Kinder; Practicum; Praktikum; Praktika; Qualitative Forschung; Pädagogische Transformation; Studies abroad; Auslandsstudium; Ausland; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Elementarunterricht; Interviewing; Interviewtechnik; Inhaltsanalyse; Studentenzeitung; Diskussion; Fotografie; Anschauungsmaterial; Attitudinal change; Einstellungsänderung
Abstract	International experiences offer new settings for revisiting, revising, and reconstructing currently held images of the child. Specifically, international practicum experiences can provide preservice teachers with opportunities to reflect on their views about children by positioning themselves as "the other." The purpose of this qualitative study was to explore the impact of international experiences on preservice teachers' currently held images of the child through their photographs, journal entries, and seminar discussions. Specific research questions included how preservice teacher's images of the child were challenged or affirmed in international settings and how the preservice teachers saw their own teaching practices informed by this experience. Our results describe the changing images the preservice teachers developed of children and themselves as teachers. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10