Meaning making through the practices of connectedness: an initiative to address retention and foster a learning community

Noble, Karen and Holzheimer, Leisa (2007) Meaning making through the practices of connectedness: an initiative to address retention and foster a learning community. In: 3rd International Conference on Pedagogies and Learning, 26-28 Sept 2007, Springfield, Queensland, Australia.

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Abstract

Entry into university has traditionally been associated with special expectations and excitement, as well as varying degrees of tension and anxiety. In terms of developing as early childhood professionals, possessing the skills, knowledge and ability to work effectively with children and their families has never been easy. Smooth and successful transition to university requires attention to several related elements, including student readiness, social support systems and involvement in a program of strengths-based learning contexts. Our study aims at a re-conceptualisation of pedagogical support for students coping with 'transitions' in an undergraduate early childhood program. In the development of the connected curriculum a problem based learning (PBL) approach has been employed. The principal idea behind PBL is that learning should be based on carefully designed problems that demands that the student develops critical knowledge, problem solving proficiency, self-directed learning strategies, and team participation skills (Barrows & Tamblyn, 1980; Woods, 1994). Indeed, since first introduced by Barrows and Tamblyn during the 1980's, PBL has been used in a range of discipline areas to support pre-service students in the acquisition of skills and content knowledge relevant to their disciplines. This paper explores the perceptions early childhood and primary pre-service teachers held regarding their participation in a unit of study structured around the use of PBL. The paper examines the frustrations pre-service teachers experienced within the PBL as well as the perceived benefits regarding their participation in the connected curriculum in their first year of study.


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Item Type: Conference or Workshop Item (Commonwealth Reporting Category E) (Paper)
Refereed: Yes
Item Status: Live Archive
Additional Information: USQ publication. The authors retain individual copyright of their own papers.
Depositing User: ePrints Administrator
Faculty / Department / School: Historic - Faculty of Education
Date Deposited: 09 May 2010 07:27
Last Modified: 14 Feb 2012 02:45
Uncontrolled Keywords: student retention, community of practice, connected curriculum, problem-based learning
Fields of Research (FOR2008): 16 Studies in Human Society > 1608 Sociology > 160809 Sociology of Education
13 Education > 1301 Education Systems > 130103 Higher Education
13 Education > 1302 Curriculum and Pedagogy > 130202 Curriculum and Pedagogy Theory and Development
Socio-Economic Objective (SEO2008): C Society > 93 Education and Training > 9302 Teaching and Instruction > 930202 Teacher and Instructor Development
C Society > 93 Education and Training > 9302 Teaching and Instruction > 930201 Pedagogy
URI: http://eprints.usq.edu.au/id/eprint/8012

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