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ERIC Number: ED400962
Record Type: Non-Journal
Publication Date: 1996-Sep
Pages: 18
Abstractor: N/A
Reference Count: N/A
Preparing Early Childhood Educators: Relationship Theory and Field Experiences.
Doxey, Isabel
Field education or the practicum experience is at the core of most early childhood education preservice programs because it is viewed as the most significant contributor to the development of professional expertise. The Early Childhood Education Program at Ryerson Polytechnic University in Toronto, Canada, requires 600 hours of field education over 4 years. This study defined the relationships between students and field education associates and between students and institute faculty members, examined the relationships' priority to students, and discussed the implications of the field experience for students' professional development. Students selected randomly from all 4 years of the program were surveyed to identify characteristics of positive relationships with field education associates and faculty advisers and how these characteristics were prioritized in comparison to subject knowledge and expertise, the ability to model exemplary practices, and the ability to provide resources and program planning assistance. Results indicated that personal qualities such as patience and flexibility and relationship characteristics such as accessibility and supportiveness both individually and together were viewed as more important than professional expertise for both field education associates and faculty advisers. (Contains 32 references.) (KDFB)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada (Toronto)