(Re)viewing the landscape inside and outside the box : providing effective support for early childhood student teachers

Moles, Janet, Tanielu-Dick, Bella, Atiga-Anderson, Vera, Sauvao, Leautuli, Fuimaono, Heather, Ryan, Suzanne, de Rose, Shanali, Ferguson, Jan and Fuli-Makaua, Lucy 2012, (Re)viewing the landscape inside and outside the box : providing effective support for early childhood student teachers, New Zealand journal of research in early childhood education, vol. 15, pp. 151-165.

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Title (Re)viewing the landscape inside and outside the box : providing effective support for early childhood student teachers
Author(s) Moles, Janet
Tanielu-Dick, Bella
Atiga-Anderson, Vera
Sauvao, Leautuli
Fuimaono, Heather
Ryan, Suzanne
de Rose, Shanali
Ferguson, Jan
Fuli-Makaua, Lucy
Journal name New Zealand journal of research in early childhood education
Volume number 15
Start page 151
End page 165
Total pages 15
Publisher Childforum Research Network
Place of publication Porirua, New Zealand
Publication date 2012-11
ISSN 1174-6122
Keyword(s) teacher education
student success
student
teacher
diversity
learning
study
Summary This paper presents key findings from a study that investigated how early childhood student teachers perceived the support, guidance and mentoring facilities that were available to them and aspects of their courses. The study was conducted by lecturers who were delivering the three year Bachelor of Teaching (ECE) degree to a multicultural student cohort in a New Zealand polytechnic. A multi-method approach was taken and involved practitioner action research, questionnaires and interviews with students. The findings showed that whilst first year students found large group guidance useful, second and third year students preferred small group and individual support. Being able to email lecturers, particularly during practicum placements, was important for students. During practicum placements Associate Teachers who were culturally competent communicators and fully informed about students’ coursework were important for student success. Practicums where students experienced open communication were included as part of the teaching team and felt well-informed about the philosophy and practices of the centre were found to increase their confidence and competence. However, students expressed concern that in some placements, they felt under informed or isolated. Hence, this paper argues that lecturers and Associate Teachers should be proactive about initiating communication with students and optimize opportunities for individual mentoring through questions and guided reflection.
Language eng
Field of Research 130102 Early Childhood Education (excl Maori)
130205 Humanities and Social Sciences Curriculum and Pedagogy (excl Economics, Business and Management)
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category C1 Refereed article in a scholarly journal
Copyright notice ©2012, Childforum Research Network
Persistent URL http://hdl.handle.net/10536/DRO/DU:30049479

Document type: Journal Article
Collection: School of Education
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Created: Mon, 26 Nov 2012, 10:36:31 EST by Janet Moles

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