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ERIC Number: ED533551
Record Type: Non-Journal
Publication Date: 2012
Pages: 11
Abstractor: As Provided
Reference Count: 32
ISSN: ISSN-1548-6613
Examining the Impact of the Author's Pedagogy on Developing Relationality and Care in Pre-service Early Childhood Teachers
Garvis, Susie
Online Submission, US-China Education Review A 4 p431-441 2012
Care and relationality are important foundations for dealing with young children and their families in early childhood education and care settings. Little is known, however, about effective ways to teach and assess care and relationality in teacher education. Care and relationality rarely appear in university outcomes, professional standards for teachers or assessment criteria. Teacher educators assume a significant level of responsibility for the personal professional developments of others in early childhood education. In 2011, the teacher educator in this study embedded seven characteristics of relational teacher education to help early years pre-service teachers experience the importance of care and relationality. This self-study explored the impact of pedagogy by examining the actions of the teacher educator and the resultant actions of pre-service teachers in the learning process. Zeichner (2005) conducted this self-study research was intended to make teacher educators and others more conscious about one's role in educating future teachers. Findings revealed three themes, providing evidence of the effectiveness of the teacher educator in implementing care and relationality. An appendix outlines the seven characteristics of relational teacher education.
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia