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- Garvis, Susanne, 1981
(författare)
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Beyond Observations- Narratives and Young Children
- 2015
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Bok (övrigt vetenskapligt/konstnärligt)abstract
- This book provides important insights into narratives and young children. It is structured to help others learn more about the importance of narrative approaches and early childhood education. The first section of the book explores the concept of narrative across the current research field. The second section explores a range of different narrative methods related to young children. Readers will discover how narrative methods empower children to be heard and respected by adults. They will also discover the importance of narrative methods in allowing a sharing of understanding, knowledge and trust in contemporary times.
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| 2. |
- Garvis, Susanne, 1981
(författare)
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Digital narratives and young children
- 2015
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Ingår i: Fourth Annual international scientific conference Early Childhood Education and Care.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)
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| 3. |
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| 4. |
- Garvis, Susanne, 1981, et al.
(författare)
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Do Master early childhood teacher education programs provide adequate coverage of infants and toddlers?: A review of content
- 2015
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Ingår i: Australian Journal of Teacher Education. - 1835-517X. ; 40:8
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Tidskriftsartikel (refereegranskat)abstract
- In Australia, growth in the demand of early childhood services for young children aged birth to three years has placed increased pressure on the early childhood education sector as new policy stipulates the need for qualified teachers. The new policy has resulted in a growth in Master of Early Childhood Education programs in Australian universities. These programs are designed as initial teacher education programs for people with a non-education Bachelor degree wanting to become a qualified early childhood teacher in 18 months. Little is known about the structure as well as the content of these new programs in their ability to address infants and toddler education. This paper explores 18 postgraduate Master education programs that were approved by the Australian Children’s Education and Care Quality Authority (ACECQA) and listed on their website as at January 2014. Our aim is to examine programs for the amount of content and assessment that focused on infants and toddlers. Utilising information from program websites and course guides, data was examined using content analysis to reveal the nature and extent of inclusion of learning, focused on infants and toddlers. Four interviews were also conducted with teacher educators. Findings are important for early childhood teacher education in Australia if the overall goal is to improve quality for all children, including the very youngest in education and care.
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| 5. |
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| 6. |
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| 7. |
- Garvis, Susanne, 1981
(författare)
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Narrative constellations: Exploring lived experience in education
- 2015
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Bok (övrigt vetenskapligt/konstnärligt)abstract
- Narrative research in contemporary times can free social scientists from the rhetorical forms (Emihovich, 1995) that alienate children and families from their own traditions. Through the use of narrative we are able to recognise the power of subjectivity in allowing open dialogue and co-construction of meaning. Becoming comfortable with narrative research also means accepting ideas that the world has no fixed rules for assigning behaviour (Emihovich, 1995). This means that open dialogue is required to build consensus around shared meaning and to ensure the inclusion of multiple voices. The book begins with a theoretical overview of narrative genre before focusing on narrative constellations. Three constellations are then shared with the reader. The final chapter provides ideas about the future of narrative constellation in research and the impact constellations can have for future policy and practice. It is hoped that the reader develops a better understanding of narrative ways and begins to see the potential of narrative constellations in the research genre.
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| 8. |
- Garvis, Susanne, 1981, et al.
(författare)
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Reflections on the development and implementation of an enrichment program in early childhood: A metaphorical representation
- 2015
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Ingår i: Australasian Journal of Gifted Education. - 1323-9686. ; 24:2, s. 38-51
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Tidskriftsartikel (refereegranskat)abstract
- The profile of gifted education is being raised in Queensland (Australia) schools in recognition of the potential benefits to students of engaging in such programs. Little is known, however, about what types of programs are being delivered, especially in the early years. since many programs are created by individuals, it is important to understand the beliefs and reflections of individual teachers. Beliefs and reflections shape a teacher's practice with young children. This article reports on a case study that explored an Australian early childhood teacher's experience in gifted enrichment programs for children (grade Preparatory to Year 2). The case study documents the teacher's personal practical knowledge of gifted education. Spanning over the development and implementation of an enrichment program, data were collected from field notes, a reflective journal and informal conversations. Metaphor analysis was used as an heuristic tool to explore the lived experience of the teacher as she delivered a program to gifted children in the early years. From this analysis it is possible to identify key themes around professional isolation, professional development and sustainability, and flux of self-efficacy beliefs. The study highlights the need to further explore the life cycle of enrichment programs from the lived experience of the teacher to establish a greater understanding of teacher's personal practical knowledge for gifted education in the early years.
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| 9. |
- Garvis, Susanne, 1981, et al.
(författare)
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Self-Belief and Confidence to Teach Arts and Digital Technology in K-6 Classrooms: Perspectives from Pre-Service Teachers
- 2015
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Ingår i: Revolutionizing Arts Education in K-12 Classrooms through Technological Integration. - United States : IGI GLobal. - 9781466682719 ; , s. 106-124
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Bokkapitel (refereegranskat)abstract
- Teacher self-efficacy is an important motivational construct that informs actions associated with teaching. Teacher self-efficacy develops during teacher education. Highly effective teacher education is able to support and enhance self-efficacy. Variation however can occur for a number of reasons. In the case of digital technology and the arts, teacher self-efficacy informs perceived levels of competence in teaching students. This chapter reports on the current levels of teacher self-efficacy of pre-service teachers at three Australian universities. Dance, drama, music, media, visual arts and digital technology were explored. Findings highlight that the different cohorts had different levels of perceived competence. Such findings are important for teacher education and also the professional development of teachers for arts and digital technology education.
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