scholarly journals Overlapping Realities:  Exploring How the Culture and Management of an Early  Childhood Education Centre Provides Teachers with  Opportunities for Professional Dialogue

2021 ◽  
Author(s):  
◽  
Christine Healy
Keyword(s):  
Student Teachers ◽  
Ad Hoc ◽  
Qualitative Case Study ◽  
Team Approach ◽  
Multiple Perspectives ◽  
Theoretical Understanding ◽  
Childhood Education ◽  
Education Centre ◽  
Cultural Historical Activity

<p>This research project investigated teachers' use of professional dialogue in one EC education centre in New Zealand. The qualitative case study highlighted the teachers' understanding of professional dialogue, the perceived purposes for professional dialogue and the cultural and organisational opportunities for professional dialogue. The theoretical understanding of dialogue was drawn from educational and organisational literature. The term professional dialogue was also supported in the literature and captured the identity and ethos of the EC teachers' role as a professional. Cultural historical activity theory was the conceptual framework which informed the methodology and was used for the data analysis. Multiple perspectives were acknowledged in a collective understanding of professional dialogue. The research found that issues of time are important: the timing of the dialogical space and the lack of time for professional dialogue. In addition, opportunities for professional dialogue within an education centre are limited, social and ad hoc conversations support a team approach to professional dialogue, and the presence of student teachers enhance teachers' professional dialogue.</p>

scholarly journals Overlapping Realities:  Exploring How the Culture and Management of an Early  Childhood Education Centre Provides Teachers with  Opportunities for Professional Dialogue

2021 ◽  
Author(s):  
◽  
Christine Healy
Keyword(s):  
Student Teachers ◽  
Ad Hoc ◽  
Qualitative Case Study ◽  
Team Approach ◽  
Multiple Perspectives ◽  
Theoretical Understanding ◽  
Childhood Education ◽  
Education Centre ◽  
Cultural Historical Activity

<p>This research project investigated teachers' use of professional dialogue in one EC education centre in New Zealand. The qualitative case study highlighted the teachers' understanding of professional dialogue, the perceived purposes for professional dialogue and the cultural and organisational opportunities for professional dialogue. The theoretical understanding of dialogue was drawn from educational and organisational literature. The term professional dialogue was also supported in the literature and captured the identity and ethos of the EC teachers' role as a professional. Cultural historical activity theory was the conceptual framework which informed the methodology and was used for the data analysis. Multiple perspectives were acknowledged in a collective understanding of professional dialogue. The research found that issues of time are important: the timing of the dialogical space and the lack of time for professional dialogue. In addition, opportunities for professional dialogue within an education centre are limited, social and ad hoc conversations support a team approach to professional dialogue, and the presence of student teachers enhance teachers' professional dialogue.</p>

scholarly journals Music value and participation: An Australian case study of music provision and support in Early Childhood Education

2018 ◽  
Vol 40 (2) ◽  
pp. 226-243 ◽  
Author(s):  
Margaret S. Barrett ◽  
Libby Maree Flynn ◽  
Graham F. Welch
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Identity Development ◽  
Parenting Practices ◽  
Value Added ◽  
Childhood Education ◽  
Music Making ◽  
Education Centre ◽  
Australian Case

There is a growing body of evidence that early engagement in active music-making impacts beneficially on children’s wider development. Recent research indicates that individual and shared music-making in family settings contributes to positive parenting practices and identity development in young children. Children who participate in shared music-making at age 3 are better prepared for school experiences at age 5. These findings suggest music should be a compulsory requirement in any early childhood programme. This article reports the findings of a case study investigation of the provision of music in an Australian Early Childhood Education Centre. Findings suggest that music provision is best supported when there is a high value for music amongst staff, there is a range of value-added as well as integrated uses of music, and there is sustained music professional development for all staff.

Entrepreneurship Education Centres in universities: evidence and insights from Italian “Contamination Lab” cases

2020 ◽  
Vol 26 (6) ◽  
pp. 1311-1333 ◽  
Author(s):  
Giustina Secundo ◽  
Gioconda Mele ◽  
Giuliano Sansone ◽  
Emilio Paolucci
Keyword(s):  
Ad Hoc ◽  
Entrepreneurship Education ◽  
Ministry Of Education ◽  
Ethnographic Case Study ◽  
Entrepreneurial Ecosystem ◽  
Content Type ◽  
Educational Backgrounds ◽  
Student Teams ◽  
Education Centre

PurposeEntrepreneurship Education (EE) is increasing throughout the world. In 2012, the Italian Ministry of Education, University and Research (MIUR) financed Contamination Labs (CLabs), which are laboratories that are aimed at developing entrepreneurial mindsets in all university students. This study analyses the entrepreneurial learning process mechanisms adopted in these CLabs.Design/methodology/approachAn ethnographic case study was performed in two Italian CLabs from October 2017 to December 2019.FindingsFindings demonstrate that the CLabs in Italy are promising Entrepreneurship Education Centres which create programmes to develop an entrepreneurial mindset in students with different educational backgrounds and levels. Interdisciplinarity in the composition of the student teams, virtuous contamination of knowledge and experience between the students and the stakeholders from the entrepreneurial ecosystem are the key pillars to foster an entrepreneurial mindset in all the students.Research limitations/implicationsThe limitations of this work regard the need to expand the analysis to all the other CLabs created in Italian universities.Practical implicationsThe findings provide indications that may be used to guide a university faculty in the design and management of Entrepreneurship Education Centres in collaboration with entrepreneurs, corporations, student clubs, incubators and representatives of the local entrepreneurial ecosystem. Moreover, the results point out a need to develop interdisciplinary entrepreneurial programmes.Originality/valueThe originality resides in the analysis of a novel type of Entrepreneurship Education Centre in Italian Universities created as the result of an ad-hoc Italian policy.

An animated story created by a group of young children

2021 ◽  
pp. 146879842098875
Author(s):  
Marianne Undheim ◽  
Trude Hoel
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Young Children ◽  
Qualitative Case Study ◽  
Field Observations ◽  
Childhood Education ◽  
Education And Care ◽  
Digital Stories ◽  
Empirical Material

This paper contributes to the contemporary focus on literacy and digital stories in early childhood education and care (ECEC) institutions. When a group of young children create an animated story together, they might collaborate, both with their peers and with their teacher. By drawing on social semiotic multimodal perspectives as the theoretical framework, the purpose of this paper is to describe and explore how different modalities and narrative devices contribute to the development of an animated story created by six children (aged 4-5 years) and a teacher in collaboration. The study is a qualitative case study, focusing on contemporary events in a Norwegian kindergarten. The empirical material consists of video-recorded field observations of the process as well as the final product. Through an inductive exploration of the development of verbal narrative, three analytical strands are identified: i) verbal narrative in the final product, ii) multimodal narrative in the final product, and iii) narrative devices applied by the children during the process. The findings demonstrate the importance of including and considering the process, the product, narrative devices and all the modalities—in particular the kineikonic mode—when creating an animated story with young children. An implication of these findings is for ECE teachers and researchers to acknowledge and integrate all the various aspects that contribute to the final product when young children create animated stories.

scholarly journals 8. A Team Approach to Supporting Pedagogical Change in University eLearning Environments

2011 ◽  
Vol 4 ◽  
pp. 46
Author(s):  
E. Marcia Johnson
Keyword(s):  
New Zealand ◽  
Technology Implementation ◽  
Teaching And Learning ◽  
Social Economic ◽  
Qualitative Case Study ◽  
Case Study Research ◽  
Tertiary Level ◽  
Team Approach ◽  
Pedagogical Change

In response to recent social, economic, and pedagogical challenges to tertiary-level teaching and learning, universities are increasingly investigating and adopting eLearning as a way to engage and motivate students. This paper reports on the first of a two-year (2009-2010) qualitative case study research project in New Zealand. A snapshot of each of the four 2009 cases and some focused findings are provided, followed by a discussion of implications for researchers investigating technology implementation in tertiary settings.

scholarly journals Young Children Being Rhythmically Playful: Creating Musike Together

2008 ◽  
Vol 9 (4) ◽  
pp. 328-338 ◽  
Author(s):  
Sophie Alcock
Keyword(s):  
Early Childhood ◽  
Aesthetic Experience ◽  
Aesthetic Theory ◽  
Unit Of Analysis ◽  
Childhood Education ◽  
Data Analyses ◽  
Education Centre ◽  
Cultural Historical Activity ◽  
Formed Part ◽  
Participant Observer

This article explores young children's rhythmic, musical, aesthetic and playful creative communication in an early childhood education centre. Young children's communication is musically rhythmic and social. The data, presented as ‘events’, formed part of an ethnographic-inspired study conducted by the researcher as a participant observer. Cultural-historical activity theory (CHAT) framed the methodology, with mediated activity as the unit of analysis. Critical and related aesthetic theory inform the data analyses, providing open ways of appreciating diversity in young children's aesthetic experience. The collaborative nature of young children's rhythmic musicality is explored and the article suggests that rhythm pervades young children's creative and communicative playfulness.

scholarly journals Using self-made automata to teach STEM in early childhood teacher education

2020 ◽  
Author(s):  
Oliver Thiel ◽  
Rolv Lundheim ◽  
Signe Hanssen ◽  
Jørgen Moe ◽  
Piedade Vaz Rebelo
Keyword(s):  
Teacher Education ◽  
Early Childhood ◽  
Student Teachers ◽  
Early Childhood Teacher ◽  
Integrated Science ◽  
Childhood Education ◽  
Science Technology ◽  
Education And Care ◽  
And Mathematics

In recent decades, an increasing number of countries have integrated science, technology, engineering, and mathematics (STEM) into their curricula for early childhood education and care (ECEC). In contrast to this trend, many ECEC professionals are still reluctant about the idea of teaching STEM to young children. A reason for this might be too little experience with and knowledge about STEM. One way to tackle this problem is to address STEM in ECEC teacher education in a way that is engaging, motivating, and practical, and shows ECEC student teachers appropriate ideas for how to teach STEM in a playful and child-centred way. This case study aims to present and analyse an innovative approach to ECEC teacher training. We let the student teachers build their own automata (toys that have mechanical moving parts) to promote a better understanding of STEM. The students were highly motivated, assessed the approach as exciting and relevant, and consequently could successfully reflect on STEM content and pedagogy.

scholarly journals Co-Operation Is Not Enough: Teacher Educators as Curriculum Developers in Times of Change

2017 ◽  
Vol 6 (5) ◽  
pp. 76
Author(s):  
Torhild Erika Lillemark Hoydalsvik
Keyword(s):  
Student Teachers ◽  
Qualitative Data ◽  
Teacher Educators ◽  
Educational Institutions ◽  
Team Approach ◽  
Structured Interviews ◽  
Curriculum Developer ◽  
Data Processing Software ◽  
Recent Reform

The purpose of this exploratory two site case study is to examine how teacher educators, student teachers and programme leaders experience their ‘curriculum developer role’ in times of change, against the background of a new national guideline for preschool teacher education being implemented in Norway. The multidisciplinary team approach established by policy for this reform is examined as a strategy to create coherent programmes. Data collected for the study include fifteen semi-structured interviews and four focus groups conducted at two educational institutions. Qualitative data processing software is used to process four stages of qualitative data analysis. The evidence indicates that the actors involved experienced the ‘reproduction’ of curriculum elements from before the recent reform to a modest extent. Most frequently, they describe incorporation of earlier practices, ‘moderate translation’, in order to meet the demands of multiple disciplines. ‘Radical translation’ also takes place as part of their new collaborative role.

scholarly journals A tool to enhance the planning of children’s literature lessons for Setswana as Home Language

2019 ◽  
Vol 9 (1) ◽  
Author(s):  
Elma Marais ◽  
Carisma Nel ◽  
Dolly Dlavane
Keyword(s):  
Children's Literature ◽  
Student Teachers ◽  
Qualitative Case Study ◽  
Children’S Literature ◽  
Home Language ◽  
Learning Goals ◽  
Case Study Design ◽  
Questioning Techniques ◽  
Faculties Of Education

Background: Universities, specifically faculties of education, have the responsibility to ensure that student teachers are introduced to the complexities involved in planning conceptually sound, coherent and cohesive lessons.Objectives: The objectives of this study were to determine how prepared students teachers are to plan children’s literature and develop a tool for use by teachers specializing in Setswana to support them when planning and preparing for children’s literature lessons.Methods: A Qualitative case study design was chosen for this study.Results: The results of this study indicated that primary pre-service teachers in South Africa do not receive cohesive and coherent as well as intensive preparation in the planning of lessons focusing on children’s literature. In addition, most primary pre-service teachers were not familiar with the titles, some genres and levelled questioning techniques used in planning children’s literature lessons. The results indicated that student teachers studying at a distance and specialising in Setswana as a Home Language were experiencing difficulties relating to the literature planning and preparation.Conclusion: Skillful planning, entails taking into account the knowledge and developmental level of learners, their specific social and cultural contexts, knowledge of subject matter and learning goals, as well as knowledge of teaching strategies and practices.

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