Journal article
Straddling the divide: Early years preservice teachers’ experiences working within dual policy contexts
Australasian Journal of Early Childhood, Vol.45(2), pp.183-196
2020
Abstract
This study explored the lived experiences of 20 Australian early childhood preservice teachers while on practical experience placement and examined the factors that informed their pedagogical experiences when working across both prior-to-school and school settings. Transcripts from interviews were analysed using grounded theory-informed methodology. Findings highlighted that preservice teachers’ prior experiences, and their experiences during placement, shaped their perspectives and pedagogical decisions when working across the two education contexts. Findings showed a disparity between preservice teachers’ practical experiences on placement in prior-to-school and school settings. Understanding the discontinuities for early childhood preservice teachers between the two education environments is instructive for theoretical knowledge, content design of tertiary degrees and the support needed for successful transference of skills and induction into early childhood teaching contexts. Close work with industry partners is needed on mentorship and explicit application of early childhood technical knowledge in differing curricula environments.
Details
- Title
- Straddling the divide: Early years preservice teachers’ experiences working within dual policy contexts
- Authors
- Linda Mahony (Author) - Charles Sturt UniversityLeigh Disney (Author) - Monash UniversitySara Griffiths (Author) - Charles Darwin UniversityHelen Hazard (Author) - Charles Darwin UniversityGeorgie Nutton (Author) - Charles Darwin University
- Publication details
- Australasian Journal of Early Childhood, Vol.45(2), pp.183-196
- Publisher
- Sage Publications Ltd.
- DOI
- 10.1177/1836939120918501
- ISSN
- 1839-5961
- Organisation Unit
- School of Education and Tertiary Access; University of the Sunshine Coast, Queensland
- Language
- English
- Record Identifier
- 99584907802621
- Output Type
- Journal article
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