How do beginning teachers develop their knowledge of early-years pedagogy?

Khalid, Louise (2016) How do beginning teachers develop their knowledge of early-years pedagogy? Teacher Education Advancement Network Journal, 8 (1). pp. 56-6.

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Abstract

The focus of this paper is on the development of early-years pedagogy for a beginning teacher during her initial training and newly qualified teacher year. A series of interviews was conducted with the beginning teacher and the class teacher and mentor she worked alongside. The findings suggested that a shared pedagogy of early-years practice developed between the participants during their interactions within the setting. Three themes emerged from the data analysis highlighting the importance of learning through observation; learning through critical reflection; and learning as an apprentice for the development of a personal pedagogy. The implications for mentors and class teachers in their interactions with beginning teachers are considered.

Item Type: Article
Journal or Publication Title: Teacher Education Advancement Network Journal
Publisher: UniPress
ISSN: 2054-5266
Departments: Faculty of Education, Arts and Business > Institute of Education
Pre 2016 Departments: Faculty of Education, Arts and Business > Research
Depositing User: Alison Jackson
Date Deposited: 15 Jul 2016 10:09
Last Modified: 16 Mar 2017 17:59
URI: http://insight.cumbria.ac.uk/id/eprint/2385

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