scholarly journals Comparing Early Childhood Teacher Education in the subject Language learning and Early literacy in Denmark and Norway

2021 ◽  
Vol 5 (1) ◽  
Author(s):  
Liv Gjems ◽  
Ida Kornerup ◽  
Bente Vatne ◽  
Vibeke Schrøder
Keyword(s):  
Teacher Education ◽  
Early Childhood ◽  
Language Learning ◽  
Early Literacy ◽  
Student Teachers ◽  
Learning Outcomes ◽  
Early Childhood Teacher ◽  
Early Childhood Teacher Education ◽  
Norwegian Student ◽  
Subjective Learning

Few studies highlight the content of early childhood teacher education (ECTE) and examine the quality of knowledge acquired by future early childhood teachers. The current study concerns two questions. The first explores the goals of the national curricula in Danish and Norwegian ECTE concerning children’s language learning and early literacy. The second explores how satisfied Danish and Norwegian student teachers are with their own subjective learning outcomes related to the same themes. To answer the first question, data were collected through document analysis of the two countries’ national curricula. To answer the second question, data were collected through a survey handed out to student teachers in both countries at the end of their education. The survey contained questions about factual, procedural, and meta-knowledge areas. The survey participants comprised 199 Norwegian student teachers from three University Colleges and 90 Danish student teachers from three separate campuses at one University College. This study reveals that the Norwegian student teachers evaluated their subjective learning outcomes in the fields of language learning and early literacy more highly than Danish student teachers. Our research points to the fact that, compared to the Norwegian ECTE, the breadth of subjects in the Danish ECTE bachelor program tends to give lower subjective learning outcomes in these knowledge areas.

Getting Personal: How Early Childhood Teacher Education Troubles Students' and Teacher Educators' Identities regarding Subjectivity and Feminism

2005 ◽  
Vol 6 (3) ◽  
pp. 244-255 ◽  
Author(s):  
Hillevi Lenz Taguchi
Keyword(s):  
Teacher Education ◽  
Early Childhood ◽  
Student Teachers ◽  
Teacher Educators ◽  
Power Production ◽  
Early Childhood Teacher ◽  
Early Childhood Teacher Education ◽  
Regulatory Regimes

This article constitutes an attempt to investigate how student teachers and teacher educators in the context of Swedish early childhood teacher education are invented and reinvented by practices that are inspired by feminist and post-structural thinking. I give examples of practice that explicitly make use of different aspects of the personal, such as subjectivities, voice and experience. These are theorized, problematized and troubled in relation to concepts of power, resistance and emancipation. The article questions the possibility of ‘getting outside’ of the regulatory regimes of power production through practices of ‘getting personal’, and asks just how much freedom is possible, even given overtly ‘emancipist’ teaching.

scholarly journals Structural Dissonance, Enacted Hope and Initial Early Childhood Teacher Education in Aotearoa/New Zealand

2021 ◽  
Author(s):  
◽  
Bradley Robert John Hannigan
Keyword(s):  
Teacher Education ◽  
Early Childhood ◽  
New Zealand ◽  
Student Teachers ◽  
Ideal Type ◽  
Early Childhood Teacher ◽  
Early Childhood Teacher Education ◽  
Ideal Types ◽  
Aotearoa New Zealand ◽  
The Ideal

<p>This thesis argues that there is structural dissonance in university-based initial early childhood teacher education programmes in Aotearoa/New Zealand, and suggests a pedagogy of enacted hope as a countermeasure. In this thesis, structural dissonance is constructed as a form of structural violence, which is based on the contradiction between socioculturalism in the content of IECTE programmes and individualisation in the context in which they are provided. This theoretical thesis uses Richard Rorty’s (1979, 1982, 1989, 1999) neo-pragmatic assumptions on truth, reality and knowledge to provide a coherent and consistent approach to the argument of structural dissonance and enacted hope. Distinctions between truth and justification, reality and appearance, found and made are rejected, and utility for social justice, language use, and an ironist approach to scholarship are adopted. This thesis uses philosophical hermeneutics as a methodology for interpreting the textual sources that make up the data drawn upon in this thesis. This methodology is linked to interpretive scholarship, research bricolage, and the constructivist paradigm in qualitative research. The methods used in this thesis are an ecological hermeneutic, ideal type method (converted into an interpretive method of textual analysis) and focus groups of student teachers. This thesis constructed two ideal types. The ideal type for socioculturalism is used to argue that the content of IECTE programmes is heavily influenced by socioculturalism. The ideal type for individualisation is used to argue that the context in which IECTE programmes are provided reproduces individualisation. Socioculturalism and individualisation are shown to be dissonant in the structure of a case IECTE programme in Aotearoa/New Zealand resulting in a situation of structural dissonance. A pedagogy of enacted hope is then proposed to counteract structural dissonance in the case study IECTE programme in Aotearoa/New Zealand. This pedagogy is constructed using a theory of hope developed through the integration of Ernst Bloch’s (1986) philosophy of hope, Rortyan philosophical assumptions and enactivist learning theory. Implications of using the pedagogy of enacted hope are then discussed in relation to the problem of structural dissonance.</p>

Carrying our Roots/llevar a nuestras raíces

2017 ◽  
Vol 7 (2) ◽  
pp. 179-195 ◽  
Author(s):  
Elizabeth P Quintero
Keyword(s):  
Teacher Education ◽  
Early Childhood ◽  
Student Teachers ◽  
Lived Experiences ◽  
Global South ◽  
Early Childhood Teacher ◽  
Children And Families ◽  
Early Childhood Teacher Education ◽  
Language Groups ◽  
Global North

This qualitative study presents examples of information about and analysis of stories of children and the early childhood teacher education students working with them. The data from the stories problematize the neocolonial roots of our conceptions of children and families, particularly institutional systems, pedagogies, assessments, and daily life realities. This current study considers evolving theoretical stances to early childhood work with children and families based upon a third space that combines aspects of the Global South and the Global North. Participants are student teachers in an early childhood teacher education program and the children they work with in Southern California. Many are bi-national and their histories and current lived experiences are reflective in many ways of communities around the world where intergenerational participants of two or more cultures and language groups with different economic and political histories find themselves learning together. Many participants, both children and adult student teachers, are living and studying in the Global North and yet, they bring with them generations of family history, knowledge, linguistic perspectives, and lived experiences from the Global South. Findings suggest that through stories there is ongoing problematizing of the neocolonial roots of our conceptions of children and families and the resulting learning experiences accessible to them. The work led us to matters of concern, Latour who urges “an understanding of common worlds as worlds in the process of ‘progressive composition’.” In other words, this research illustrates a focus on relations as generative encounters with others and shared events that have mutually transformative effects.

scholarly journals Storying Diffractive Pedagogy

2019 ◽  
Vol 10 (1) ◽  
pp. 1-13 ◽  
Author(s):  
Anna R Moxnes ◽  
Jayne Osgood
Keyword(s):  
Teacher Education ◽  
Early Childhood ◽  
Student Teachers ◽  
Critical Reflection ◽  
Cooperative Work ◽  
Early Childhood Teacher ◽  
Pedagogical Practices ◽  
Early Childhood Teacher Education ◽  
Critical Reflexivity

This paper aims to investigate the affective flows and material intra-actions that unfold in micro-moments in Early Childhood Teacher Education (ECTE) within observations of student teachers’ cooperative work. Putting to work Haraway’s SF philosophy (1997, 2004 and 2016) we work towards reconfiguring the primacy of critical reflection, and the cultivation of reflexive practitioners by troubling pedagogical practices such as groupwork that claim to generate critical reflexivity. We ask what else gets produced during groupwork and argue that diffractive pedagogy might open up possibilities for student-teachers to move beyond a narrow concern with critical reflection. By playing with rhythm and plasticity we stretch established ideas about ECTE and offer diffractive pedagogy as a slippery, contingent, relational, emergent, speculative and ultimately less certain concept than critical reflection. Introducing diffractive pedagogy into debates about ECTE offers a generative rupture; an opportunity to extend conceptualisations and practices.

scholarly journals Sticky stories from the classroom: From reflection to diffraction in Early Childhood Teacher Education

2018 ◽  
Vol 19 (3) ◽  
pp. 297-309 ◽  
Author(s):  
Anna Rigmor Moxnes ◽  
Jayne Osgood
Keyword(s):  
Teacher Education ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Student Teachers ◽  
Professional Practice ◽  
Teacher Educators ◽  
Early Childhood Teachers ◽  
Early Childhood Teacher ◽  
Early Childhood Teacher Education ◽  
Childhood Education

This article aims to challenge the prominence of reflexivity as a strategy for early childhood teachers to adopt by taking Norwegian early childhood teacher education as its focus. Observed micro-moments from a university classroom generate multilayered, multi-sensorial entangled narratives that address what reflection and diffraction are and what they do – where students, the educator, materiality, space and affects intra-act. Furthermore, the article explores the ways in which teacher educators and students in early childhood teacher education become-with the classroom and materiality, and, in doing so, ideas about professionalism in early childhood education are opened out. By identifying the limitations of reflection, the authors go on to explore what working with diffraction might offer to reach alternative understandings. By placing a focus on seemingly unremarkable and routine events in the life of an early childhood teacher education classroom, the authors offer other, potentially more generative ways to think about student teachers and their further professional practice in kindergartens.

scholarly journals Structural Dissonance, Enacted Hope and Initial Early Childhood Teacher Education in Aotearoa/New Zealand

2021 ◽  
Author(s):  
◽  
Bradley Robert John Hannigan
Keyword(s):  
Teacher Education ◽  
Early Childhood ◽  
New Zealand ◽  
Student Teachers ◽  
Ideal Type ◽  
Early Childhood Teacher ◽  
Early Childhood Teacher Education ◽  
Ideal Types ◽  
Aotearoa New Zealand ◽  
The Ideal

<p>This thesis argues that there is structural dissonance in university-based initial early childhood teacher education programmes in Aotearoa/New Zealand, and suggests a pedagogy of enacted hope as a countermeasure. In this thesis, structural dissonance is constructed as a form of structural violence, which is based on the contradiction between socioculturalism in the content of IECTE programmes and individualisation in the context in which they are provided. This theoretical thesis uses Richard Rorty’s (1979, 1982, 1989, 1999) neo-pragmatic assumptions on truth, reality and knowledge to provide a coherent and consistent approach to the argument of structural dissonance and enacted hope. Distinctions between truth and justification, reality and appearance, found and made are rejected, and utility for social justice, language use, and an ironist approach to scholarship are adopted. This thesis uses philosophical hermeneutics as a methodology for interpreting the textual sources that make up the data drawn upon in this thesis. This methodology is linked to interpretive scholarship, research bricolage, and the constructivist paradigm in qualitative research. The methods used in this thesis are an ecological hermeneutic, ideal type method (converted into an interpretive method of textual analysis) and focus groups of student teachers. This thesis constructed two ideal types. The ideal type for socioculturalism is used to argue that the content of IECTE programmes is heavily influenced by socioculturalism. The ideal type for individualisation is used to argue that the context in which IECTE programmes are provided reproduces individualisation. Socioculturalism and individualisation are shown to be dissonant in the structure of a case IECTE programme in Aotearoa/New Zealand resulting in a situation of structural dissonance. A pedagogy of enacted hope is then proposed to counteract structural dissonance in the case study IECTE programme in Aotearoa/New Zealand. This pedagogy is constructed using a theory of hope developed through the integration of Ernst Bloch’s (1986) philosophy of hope, Rortyan philosophical assumptions and enactivist learning theory. Implications of using the pedagogy of enacted hope are then discussed in relation to the problem of structural dissonance.</p>

Sign in / Sign up

Export Citation Format

Share Document