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ERIC Number: EJ804866
Record Type: Journal
Publication Date: 2006-Mar
Pages: 5
Abstractor: As Provided
Reference Count: 17
ISBN: N/A
ISSN: ISSN-0312-5033
Troubling Teaching
Stephenson, Alison
Australian Journal of Early Childhood, v31 n1 p51-55 Mar 2006
In our early childhood teacher education program the young child is positioned as a competent and resourceful participant in his/her own learning. Reflection on this image led me to recognise that some aspects of tertiary institutions mean students themselves can be positioned as less empowered learners. As a result of this recognition, new methods of learning/teaching have been employed in a course that focuses on extending students' teaching practices and their skills in reflecting, in an attempt to reposition students as co-constructors of their own knowledge. Strategies used over the past four years include student participation in decisions about content and assessment criteria; cooperative group-work; jigsaw reading tasks; weekly reflective journals; and audio taping, transcribing and reflecting on my own teaching. In order to include a student perspective, students' comments on the process from end-of-course evaluations are included.
Early Childhood Australia. P.O. Box 7105, Watson, ACT 2602, Australia. Tel: +61-2-6242-1800; Fax: +61-2-6242-1818; e-mail: publishing@earlychildhood.org.au; Web site: http://www.earlychildhoodaustralia.org.au
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Early Childhood Education; Higher Education
Audience: Students; Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand