TY - JOUR
T1 - Preservice Teacher Learning Within a Kindergarten Internship: Insights for Early Childhood Teacher Educators
AU - Han, Heejeong Sophia
AU - Damjanovic, Victoria
AU - Han, Sophia
PY - 2014/1/1
Y1 - 2014/1/1
N2 - This study is an examination of early childhood preservice teachers' kindergarten internship experiences to identify the supportive and challenging conditions for their learning and explore in what ways those conditions are productive or unproductive for them, based on ecological perspective as a theoretical framework. Qualitative data were collected from weekly seminar notes and field notes by the researchers, a focus group with the preservice teachers, and course evaluation feedback. Through a constant comparative analysis approach, the findings indicate that both supportive and challenging learning conditions were created by collaborating teachers, preservice teachers, and the university supervisors. The findings illuminate the complex responsibilities of early childhood teacher educators to develop horizontal expertise for both themselves and preservice teachers so they can negotiate the best practices from research and the reality of school contexts.
AB - This study is an examination of early childhood preservice teachers' kindergarten internship experiences to identify the supportive and challenging conditions for their learning and explore in what ways those conditions are productive or unproductive for them, based on ecological perspective as a theoretical framework. Qualitative data were collected from weekly seminar notes and field notes by the researchers, a focus group with the preservice teachers, and course evaluation feedback. Through a constant comparative analysis approach, the findings indicate that both supportive and challenging learning conditions were created by collaborating teachers, preservice teachers, and the university supervisors. The findings illuminate the complex responsibilities of early childhood teacher educators to develop horizontal expertise for both themselves and preservice teachers so they can negotiate the best practices from research and the reality of school contexts.
UR - https://digitalcommons.usf.edu/cil_facpub_tampa/22
UR - https://doi.org/10.1080/08878730.2014.943622
U2 - 10.1080/08878730.2014.943622
DO - 10.1080/08878730.2014.943622
M3 - Article
VL - 49
JO - The Teacher Educator
JF - The Teacher Educator
ER -