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 (TEAN), 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 / Publication Title:	Teacher Education Advancement Network Journal (TEAN)
Publisher:	Unipress
ISSN:	2054-5266
Depositing User:	Alison Jackson
Date Deposited:	15 Jul 2016 10:09
Last Modified:	12 Jan 2024 15:01
URI:	https://insight.cumbria.ac.uk/id/eprint/2385

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