| 1. |
- Aspen, Karyn, et al.
(författare)
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Early Childhood Education Professional Experience
- 2019
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Ingår i: Encyclopedia of Teacher Education: Living Edition | Editors: Michael A. Peters. - Singapore : © Springer Nature Singapore Pte Ltd..
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Professional experience represents the component of early childhood teacher education programs in which student teachers spend time in early childhood educational settings. Also known as practicum, field experience, teaching experience, center/school-based learning, or field-based learning, professional experience is when student teachers develop and apply skills as a teacher, learn to apply knowledge gained from teacher education course work, and develop a contextual understanding of teaching and learning in the everyday ECE environment. Professional experience also allows the socialization of student teachers into the early childhood profession under the guidance of a more experienced mentor teacher. The marrying together of practice and theory is valued for helping early childhood student teachers to understand the realities of learning and teaching while becoming informed by research as to best teaching practice. It is the context in which student teachers are given the...
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| 2. |
- Barton, Georgina, et al.
(författare)
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Theorising compassion and empathy in educational contexts: What are compassion and empathy and why are they important?
- 2019
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Ingår i: Compassion and Empathy in Educational Contexts. Barton G., Garvis S. (red.). - Cham : Palgrave. - 9783030189242 ; , s. 3-14
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Bokkapitel (refereegranskat)abstract
- Compassion and empathy are important attributes in supporting social and cultural cohesion, yet there is limited research on how we can teach compassion and empathy in schools. Similarly, it is important to show compassion and empathy towards teachers in supporting their everyday work in a complex world. This chapter therefore shares past research that has explored how researchers have analysed various features of learning and teaching compassion and empathy. This includes a number of models of compassion and empathy. It will also outline the contributions to this book.
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| 3. |
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| 4. |
- Garvis, Susanne, 1981
(författare)
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Chapter 2. Primary years students
- 2019
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Ingår i: Teaching primary Years. Donna Pendergast and Katherine Main (red.). - : Allen & Unwin. - 9781760632304
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Bokkapitel (refereegranskat)
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| 5. |
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| 6. |
- Garvis, Susanne, 1981, et al.
(författare)
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Towards a test driven early childhood education: Alternative practices to testing children
- 2019
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Ingår i: Compassion and Empathy in Educational Contexts. - Cham : Springer. - 9783030189242 ; , s. 61-77
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Bokkapitel (refereegranskat)abstract
- In 2012, the Organisation for Economic Co-operation and Development (OECD) proposed an assessment for early learning outcomes known as the International Early Learning and Child Well-Being Study (IELS). The assessment, dubbed ‘baby PISA,’ will explore the learning and well-being of five-year-olds. Worryingly, early childhood educators, researchers and scholars were given little consultation about the project and fear the potential problems if ‘baby PISA’ takes hold across the world. Scholars have argued that the standardisation of early childhood would lead to more academic drills, tests and the loss of child choice, hands-on activities, less play and developmentally meaningful learning. And also a fear that it will change the nature of early childhood education as we currently know it. This chapter will explore the current debates about baby PISA, contrasting it with some of the critique directed towards PISA assessment for 15-year-olds. The perspective of teacher in the form of personal narratives will provide new realities for understanding the contextual and cultural contexts. Teacher voices are yet to be clearly heard within the baby PISA debate. As authors, we write from a Swedish perspective. The chapter will conclude with alternative ways of supporting children’s well-being, advocating the need for supporting all children in meaningful ways. This includes practices that are cultural and contextually specific to support the diversity and individual needs of all children.
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| 7. |
- Garvis, Susanne, 1981, et al.
(författare)
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Understanding cultural specific pedagogy and practices within Swedish ECEC.
- 2019
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Ingår i: Globalisation, transformation and cultures in early childhood education and care: reconceptualisation and comparison. Faas, S., Kasüschke, D., Nitecki, E., Urban, M., Wasmuth, H. (Eds.). - London : Palgrave. - 9783030271190
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Bokkapitel (refereegranskat)
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| 8. |
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| 9. |
- Harju-Luukkainen, Heidi, et al.
(författare)
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"After lunch we offer quiet time and mediation”: Early learning environments in Australia and Finland through the lens of educators.
- 2019
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Ingår i: Globalisation, transformation and cultures in early childhood education and care: reconceptualisation and comparison . Faas, S., Kasüschke, D., Nitecki, E., Urban, M., Wasmuth, H. (Eds.). - UK : Palgrave. - 9783030271190 ; , s. 203-219
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Bokkapitel (refereegranskat)
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| 10. |
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