ERIC Number: EJ1106033
Record Type: Journal
Publication Date: 2016
Abstractor: As Provided
Reference Count: 26
Reconstructing Teacher Education: A Praxeological Approach to Pre-Service Teacher Education
Winterbottom, Christian; Mazzocco, Philip J.
European Early Childhood Education Research Journal, v24 n4 p495-507 2016
Praxeological-learning has emerged as a potential theoretical framework that has considerable potential to support and improve teacher education preparation programs. This article presents a study with participative research on early childhood with four groups of students. In response to new twenty-first century Teaching Standards and enhanced field experiences, pre-service teacher (PST) education candidates at a regional campus in the Midwest engaged in academic praxeological-learning, which offered the opportunity to increase content mastery and reinforce pedagogical skills through authentic experiences. Results indicate that students participating in this type of learning believed their experiences contributed positively to pedagogical skill development, self-actualisation, and social and moral development. The impact on our teacher education program and the relevance of these findings for training the next generation of educators is discussed.
Descriptors: Preservice Teacher Education, Praxis, Participatory Research, Early Childhood Education, Academic Standards, Mastery Learning, Experiential Learning, Teaching Skills, Skill Development, Self Actualization, Social Development, Moral Development, Teacher Education Programs, Educational Change, Preservice Teachers, Questionnaires, Scores, Statistical Analysis, Focus Groups, Qualitative Research
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Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education; Early Childhood Education
Authoring Institution: N/A