Preservice Teacher Learning Within a Kindergarten Internship: Insights for Early Childhood Teacher Educators
Document Type
Article
Publication Date
2014
Digital Object Identifier (DOI)
https://doi.org/10.1080/08878730.2014.943622
Abstract
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.
Was this content written or created while at USF?
Yes
Citation / Publisher Attribution
The Teacher Educator, v. 49, issue 4, p. 284-304
Scholar Commons Citation
Han, Heejeong Sophia and Damjanovic, Victoria, "Preservice Teacher Learning Within a Kindergarten Internship: Insights for Early Childhood Teacher Educators" (2014). Department of Curriculum, Instruction, and Learning Faculty Publications. 22.
https://digitalcommons.usf.edu/cil_facpub_tampa/22
