| 1. |
- Aspen, Karyn, et al.
(författare)
-
Early Childhood Education Professional Experience
- 2019
-
Ingår i: Encyclopedia of Teacher Education: Living Edition | Editors: Michael A. Peters. - Singapore : © Springer Nature Singapore Pte Ltd.. - 9789811311796
-
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...
|
|
| 2. |
- Ekberg, Niclas, et al.
(författare)
-
Heideggerian Perspectives on the Possibilities of Being a Teacher
- 2020
-
Ingår i: Encyclopedia of Teacher Education. - Singapore : Springer. - 9789811311796
-
Bokkapitel (refereegranskat)abstract
- This entry addresses the possibilities of being a teacher by examining the concept of teacher identity from the philosophical perspectives of life-world phenomenology or, more specifically, from the perspective offered by Martin Heidegger. As the discourses on teacher identity are imbued with conceptions of learning, as well as teaching, which is viewed as instrumental, linear, quantifiable, and competence-based, the professional identity of teacher runs the risk of being addressed mainly as an epistemological project of efficacy.
|
|
| 3. |
|
|
| 4. |
|
|
| 5. |
|
|
