Bend me, shape me, anyway you want me: constructing teacher identities across different learning paradigms
journal contribution
posted on 2013-01-01, 00:00authored byJanet Moles, Ninetta Santoro
This article discusses one key finding from a qualitative study that investigated the experiences of overseas-born, ethnic minority early childhood pre-service teachers in New Zealand. Data were collected through interviews with recently graduated Bachelor of Teaching (Early Childhood Education) teachers and early childhood lecturers. Until they were supported to incorporate their cultural knowledges into their new learning, most graduate participants found there was little to which they could relate in the pedagogies and content of their teacher education courses. This article makes recommendations for the planning, preparation and delivery of early childhood teacher education.
History
Journal
New Zealand research in early childhood education journal