دورية أكاديمية
'Reality Shock': New Early Childhood Education Teachers
| العنوان: | 'Reality Shock': New Early Childhood Education Teachers |
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| اللغة: | English |
| المؤلفون: | Mahmood, Sehba |
| المصدر: | Journal of Early Childhood Teacher Education. 2013 34(2):154-170. |
| الإتاحة: | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| تاريخ النشر: | 2013 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Kindergarten Preschool Education |
| Descriptors: | Beginning Teachers, Early Childhood Education, Preschool Children, Preschool Teachers, Teacher Attitudes, Interviews, Work Environment, Theory Practice Relationship, Foreign Countries, Educational Philosophy, Preservice Teacher Education |
| مصطلحات جغرافية: | New Zealand |
| DOI: | 10.1080/10901027.2013.787477 |
| تدمد: | 1090-1027 |
| مستخلص: | Beginning teaching is challenging; this article examines the realities of practice for beginning early childhood teachers. Fourteen participants in their first year of teaching were interviewed; they worked in private and public early childhood education settings. Findings reveal that the reality of moving from the role of the student to teacher was disconcerting for these new teachers. This article reports the beginning teachers' views about the issues they faced, their perceptions of preservice teaching, and the impact that this had on their transition from student to teacher. While in college they were encouraged to start developing their philosophy of teaching, and they describe their experiences of putting their philosophy into practice. They also conveyed their opinions about working in environments where there was a lack of teaching and learning resources. The move to being a "real" teacher was a formidable experience for these participants and this should be recognized relatedly. Early childhood teachers work in a different context from teachers in general, so as beginning teachers the uniqueness of their concerns needs to be addressed. (Contains 1 table and 1 figure.) |
| Abstractor: | As Provided |
| Number of References: | 36 |
| Entry Date: | 2013 |
| رقم الأكسشن: | EJ1002189 |
| قاعدة البيانات: | ERIC |
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Full Text Finder | تدمد: | 1090-1027 |
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| DOI: | 10.1080/10901027.2013.787477 |