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ERIC Number: EJ1035872
Record Type: Journal
Publication Date: 2014
Pages: 18
Abstractor: As Provided
Reference Count: 20
ISBN: N/A
ISSN: ISSN-1090-1027
Before Student Teaching: How Undergraduate Students in Early Childhood Teacher Preparation Programs Describe Their Early Classroom-Based Experience
Maynard, Christine; La Paro, Karen M.; Johnson, Amy V.
Journal of Early Childhood Teacher Education, v35 n3 p244-261 2014
Classroom-based experiences, alternatively known as practica, are an integral component of undergraduate teacher preparation programs, which provide students essential opportunities to apply knowledge in practice. Though much is known about student teaching, much less is known about students' earlier classroom-based experiences. This qualitative study explores how early childhood care and education students describe their early classroom-based experience. Thirty-four students enrolled in a teacher preparation program participated in interviews, submitted journals, and responded to survey questions about their early classroom-based experience. Results are presented in terms of how students talk about their experiences--belonging or not belonging in the classroom--and what students talk about when discussing their experiences, including communication, support, freedom, new learning, and "the children." These themes are discussed in terms of students' experiences in the classroom and implications for undergraduate teacher preparation in early childhood education.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A