Towards collaborative professional learning in the first year early childhood teacher education practicum: issues in negotiating the multiple interests of stakeholder feedback

Brown, Alice and Danaher, Patrick (2008) Towards collaborative professional learning in the first year early childhood teacher education practicum: issues in negotiating the multiple interests of stakeholder feedback. Asia-Pacific Journal of Teacher Education, 36 (2). pp. 147-161. ISSN 1359-866X

Preview

Text (Accepted Version) Brown_Danaher_AV.pdf Download (153Kb)

Abstract

This paper analyses data from two sources of stakeholder feedback - first year pre-service teachers and supervising teachers/centre directors - about the issues involved in creating more collaborative approaches to the first year early childhood teacher education practicum at an Australian regional university. The collection of this feedback was part of a broader participatory action research project directed at maximising both the effectiveness of the pre-service teachers' knowledge acquisition and meaning-making and the sustainability of the partnership underpinning the practicum. The paper provides new insights into a hitherto under-researched area, that of pre-service early childhood teachers' professional learning experiences in child care contexts. It uses, as a basis, the work of Cardini. The main findings are that there are multiple viewpoints and competing interests, resulting in asymmetries, dissonance and the potential for conflict.

Statistics for this ePrint Item

Item Type:	Article (Commonwealth Reporting Category C)
Refereed:	Yes
Item Status:	Live Archive
Additional Information:	Copyright 2008 Australian Teacher Education Association. Permanent restricted access to published version due to publisher copyright policy.
Depositing User:	Assoc Prof Patrick Danaher
Faculty / Department / School:	Historic - Faculty of Education
Date Deposited:	12 May 2008 02:49
Last Modified:	02 Dec 2015 05:15
Uncontrolled Keywords:	Australia; early childhood; first year; partnership; practicum; stakeholder feedback; higher education research
Fields of Research :	13 Education > 1303 Specialist Studies in Education > 130313 Teacher Education and Professional Development of Educators 17 Psychology and Cognitive Sciences > 1701 Psychology > 170103 Educational Psychology 13 Education > 1301 Education Systems > 130102 Early Childhood Education (excl. Maori)
Socio-Economic Objective:	C Society > 93 Education and Training > 9301 Learner and Learning > 930103 Learner Development
Identification Number or DOI:	10.1080/13598660801958879
URI:	http://eprints.usq.edu.au/id/eprint/4128

Actions (login required)

Archive Repository Staff Only