Prochner / Cleghorn / Kirova Teacher Education in Diverse Settings

Making Space for Intersecting Worldviews
1. Auflage 2016
ISBN: 978-94-6300-693-4
Verlag: SensePublishers
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 201 Seiten

Reihe: Energy (R0)

Teacher Education in Diverse Settings presents a study of initial educator preparation in three social contexts: a training program for immigrant child care educators in Canada, a pre- and lower primary specialization in a teacher education program in Namibia, and a partnership between the Misak indigenous communities in Colombia and the University of Cauca to deliver courses for educators within their communities. In each setting the book explores the relationships between indigenous ways of thinking and western discourse in reference to the preparation of educators, whether they be teachers, community leaders, or newly arrived immigrants in Canada. In each case the authors' focus is on the tensions between the local understandings and global ideas, and the creation of space for diverse but intersecting worldviews. The book's goal is to investigate ways that teacher educators, parents, and communities can better prepare children for the realities of schooling while preserving the integrity of local norms and values through educator preparation programs.

Autoren/Hrsg.

Prochner, Larry

Cleghorn, Ailie

Kirova, Anna

Massing, Christine

Inhaltsverzeichnis

1;TABLE OF CONTENTS;8
2;LIST OF ILLUSTRATIONS;10
3;ABBREVIATIONS;12
4;ACKNOWLEDGEMENTS;14
5;CHAPTER 1:SETTING THE SCENE;16
5.1;INTRODUCTION;16
5.2;UNDERLYING CONCEPTS;20
5.2.1;Culture;20
5.2.2;Indigenous Knowledges and Perspectives;21
5.2.3;Cultural Dissonance;22
5.2.4;Cultural Tension;22
5.2.5;Globalization;23
5.2.6;Early Childhood Education;25
5.3;THE DISCOURSE OF EARLY CHILDHOOD TEACHER EDUCATION;27
5.4;METHODOLOGICAL NOTES ON THE THREE CASES;30
5.5;REFERENCES;33
6;CHAPTER 2: CANADA:A Bridging Program;40
6.1;INTRODUCTION;40
6.2;PART 1:POLICY CONTEXT;43
6.2.1;Theories of Development and Learning;44
6.2.2;Image of the Child;45
6.2.3;Best Practices;45
6.2.4;School Readiness;46
6.2.5;Early Socialization and Home–Program Relations;47
6.2.6;Indigenous Knowledges and the Local Cultural and Linguistic Context;48
6.2.7;Early Childhood Certification and Educational Preparation;49
6.3;PART 2:THE ILLUSTRATIVE CASE: THE BRIDGING PROGRAM;50
6.3.1;Theoretical Underpinnings;50
6.3.2;Immigrant and Refugee Child Care Educators;52
6.3.3;Canadian Research Site and Participants;53
6.3.4;Study Design;54
6.3.5;Curriculum and Instruction;55
6.3.6;Study Design;54
6.3.7;Curriculum and Instruction;55
6.3.8;Curriculum Content;56
6.3.9;Year One: Strategies to Elicit Students’ Cultural Knowledges;57
6.3.10;Year Two: Transition to Formal Postsecondary Learning;60
6.3.11;Tensions between Cultural and Professional Knowledge;62
6.3.12;Adult–Child Relationships;63
6.3.13;Interacting with Children;65
6.3.14;Gender Roles and Child Care;66
6.3.15;Image of the Child;68
6.3.16;Learning through Play;70
6.4;PART 3:IMPLICATIONS FOR ECTE IN CANADA;72
6.5;REFERENCES;75
7;CHAPTER 3: NAMIBIA:A Higher Degree Program;80
7.1;INTRODUCTION;80
7.2;PART 1:POLICY CONTEXT;82
7.2.1;Policy Shifts over Time: From Informal ECD Settings to Formal Pre-primaryClassrooms;83
7.2.2;The Move toward a Higher Degree in Teacher Education;85
7.2.3;Ideas of the Child, Preschool, and Parents in Policy;89
7.2.4;Policy Challenges;95
7.3;PART 2:THE ILLUSTRATIVE CASE: A HIGHER DEGREE IN TEACHER EDUCATION;97
7.3.1;Program Description;97
7.3.2;Methodology;99
7.3.3;Learner-centred Education;102
7.3.4;Language;106
7.4;PART 3:IMPLICATIONS FOR ECTE IN NAMIBIA;109
7.5;REFERENCES;113
8;CHAPTER 4: COLOMBIA:A Community Program;117
8.1;INTRODUCTION;117
8.2;PART 1:POLICY CONTEXT;120
8.2.1;Images of the Child;121
8.2.2;Indigenous Knowledges and the Local Cultural and Linguistic Context;123
8.2.3;Early Socialization and Home–Program Relations;124
8.2.4;Theories of Child Development and Learning;125
8.2.5;Best Practices in Early Childhood;126
8.2.6;Early Childhood Certification and Educational Preparation;128
8.3;PART 2:THE ILLUSTRATIVE CASE: A COMMUNITY PROGRAM;129
8.3.1;Context for the Program;129
8.3.2;Program Description;130
8.3.3;Methodology;134
8.3.4;Image of the Child and Early Socialization;135
8.3.5;Curriculum Content;137
8.3.6;Learning through Play;139
8.3.7;Pedagogical Approaches;142
8.3.8;The Role of Pedagogical Tools;146
8.4;PART 3:IMPLICATIONS FOR ECTE IN COLOMBIA;150
8.5;REFERENCES;152
9;CHAPTER 5:INTERSECTIONS;155
9.1;INTRODUCTION;155
9.2;MODELS OF THE CHILD;156
9.3;MODELS OF PRESCHOOL AND PRESCHOOL TEACHING;159
9.4;EARLY CHILDHOOD TEACHER EDUCATION;161
9.4.1;Instructional Tools;161
9.4.2;Language;172
9.4.3;Intersecting Identities—Becoming a Teacher;176
9.4.4;Teaching and Parenting;181
9.5;IMPLICATIONS FOR ECTE;185
9.6;REFERENCES;188
10;INDEX;194