Bend me, shape me, anyway you want me: constructing teacher identities across different learning paradigms

Janet Moles, Ninetta Santoro

Research output: Contribution to journalArticle

Abstract

This article discusses one key finding from a qualitative study that investigated the experiences of overseas-born, ethnic minority early childhood pre-service teachers in New Zealand. Data were collected through interviews with recently graduated Bachelor of Teaching (Early Childhood Education) teachers and early childhood lecturers. Until they were supported to incorporate their cultural knowledges into their new learning, most graduate participants found there was little to which they could relate in the pedagogies and content of their teacher education courses. This article makes recommendations for the planning, preparation and delivery of early childhood teacher education.
LanguageEnglish
Pages29-44
Number of pages15
JournalNew Zealand Research in Early Childhood Education
Volume16
Publication statusPublished - 2013

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childhood
paradigm
teacher
learning
education
bachelor
overseas
national minority
New Zealand
university teacher
graduate
planning
Teaching
interview
experience

Keywords

  • critical reflection
  • teacher education
  • early childhood
  • ethnic minority teachers

Cite this

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Bend me, shape me, anyway you want me : constructing teacher identities across different learning paradigms. / Moles, Janet; Santoro, Ninetta.

In: New Zealand Research in Early Childhood Education, Vol. 16, 2013, p. 29-44.

Research output: Contribution to journalArticle

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