Bridging Practices: A Case Study in Pre-service Early Childhood Teacher Education

Belinda Tynan; Dawn Garbett

Bridging Practices: A Case Study in Pre-service Early Childhood Teacher Education

Belinda Tynan
, Dawn Garbett

School of Education

Research output: Chapter in Book/Report/Conference proceeding › Chapter › Other

Abstract

Tertiary educators can rely on the significant advice to be found in the literature about how adult students learn (Boud, Keogh & Walker, 1985; Kolb, 1984; Schon, 1983; 1987; Vygotskii, 1938). There is little previous research specifically related to the effectiveness of teaching students who are to be early childhood educators. Our intention was to underpin our teaching practice with constructivist principles and to engage in research surrounding our practice. This was considered especially important given the increasing interest in early childhood education by the New Zealand Ministry of Education during 2000-2001. Our beliefs, values and attitudes towards quality outcomes for pre-service early childhood students are in line with the expectation of our students' practice when working with young children.

Original language	English
Title of host publication	Walking to Different Beats: Good Practice and Innovation in Higher Education
Editors	Belinda Yourn, Shona Little
Place of Publication	Auckland, New Zealand
Publisher	Dunmore Press Ltd
Pages	77-88
Edition	1
ISBN (Print)	1877314226, 9781877314223
Publication status	Published - 2004

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

SDG 4 Quality Education

Keywords

Teacher Education and Professional Development of Educators

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title = "Bridging Practices: A Case Study in Pre-service Early Childhood Teacher Education",

abstract = "Tertiary educators can rely on the significant advice to be found in the literature about how adult students learn (Boud, Keogh \& Walker, 1985; Kolb, 1984; Schon, 1983; 1987; Vygotskii, 1938). There is little previous research specifically related to the effectiveness of teaching students who are to be early childhood educators. Our intention was to underpin our teaching practice with constructivist principles and to engage in research surrounding our practice. This was considered especially important given the increasing interest in early childhood education by the New Zealand Ministry of Education during 2000-2001. Our beliefs, values and attitudes towards quality outcomes for pre-service early childhood students are in line with the expectation of our students' practice when working with young children.",

keywords = "Teacher Education and Professional Development of Educators",

author = "Belinda Tynan and Dawn Garbett",

year = "2004",

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editor = "Belinda Yourn and Shona Little",

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Bridging Practices: A Case Study in Pre-service Early Childhood Teacher Education. / Tynan, Belinda; Garbett, Dawn.
Walking to Different Beats: Good Practice and Innovation in Higher Education. ed. / Belinda Yourn; Shona Little. 1. ed. Auckland, New Zealand: Dunmore Press Ltd, 2004. p. 77-88.

Research output: Chapter in Book/Report/Conference proceeding › Chapter › Other

TY - CHAP

T1 - Bridging Practices

T2 - A Case Study in Pre-service Early Childhood Teacher Education

AU - Tynan, Belinda

AU - Garbett, Dawn

PY - 2004

Y1 - 2004

N2 - Tertiary educators can rely on the significant advice to be found in the literature about how adult students learn (Boud, Keogh & Walker, 1985; Kolb, 1984; Schon, 1983; 1987; Vygotskii, 1938). There is little previous research specifically related to the effectiveness of teaching students who are to be early childhood educators. Our intention was to underpin our teaching practice with constructivist principles and to engage in research surrounding our practice. This was considered especially important given the increasing interest in early childhood education by the New Zealand Ministry of Education during 2000-2001. Our beliefs, values and attitudes towards quality outcomes for pre-service early childhood students are in line with the expectation of our students' practice when working with young children.

AB - Tertiary educators can rely on the significant advice to be found in the literature about how adult students learn (Boud, Keogh & Walker, 1985; Kolb, 1984; Schon, 1983; 1987; Vygotskii, 1938). There is little previous research specifically related to the effectiveness of teaching students who are to be early childhood educators. Our intention was to underpin our teaching practice with constructivist principles and to engage in research surrounding our practice. This was considered especially important given the increasing interest in early childhood education by the New Zealand Ministry of Education during 2000-2001. Our beliefs, values and attitudes towards quality outcomes for pre-service early childhood students are in line with the expectation of our students' practice when working with young children.

KW - Teacher Education and Professional Development of Educators

UR - http://trove.nla.gov.au/work/17829787

M3 - Chapter

SN - 1877314226

SN - 9781877314223

SP - 77

EP - 88

BT - Walking to Different Beats: Good Practice and Innovation in Higher Education

A2 - Yourn, Belinda

A2 - Little, Shona

PB - Dunmore Press Ltd

CY - Auckland, New Zealand

ER -

Bridging Practices: A Case Study in Pre-service Early Childhood Teacher Education

Abstract

UN SDGs

Keywords

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