LOGIN TO YOUR ACCOUNT

Username
Password
Remember Me
Or use your Academic/Social account:

CREATE AN ACCOUNT

Or use your Academic/Social account:

Congratulations!

You have just completed your registration at OpenAire.

Before you can login to the site, you will need to activate your account. An e-mail will be sent to you with the proper instructions.

Important!

Please note that this site is currently undergoing Beta testing.
Any new content you create is not guaranteed to be present to the final version of the site upon release.

Thank you for your patience,
OpenAire Dev Team.

Close This Message

CREATE AN ACCOUNT

Name:
Username:
Password:
Verify Password:
E-mail:
Verify E-mail:
*All Fields Are Required.
Please Verify You Are Human:
fbtwitterlinkedinvimeoflicker grey 14rssslideshare1
Khalid, Louise (2016)
Publisher: Unipress
Languages: English
Types: Article
Subjects: Z481, Z48

Classified by OpenAIRE into

ACM Ref: ComputingMilieux_COMPUTERSANDEDUCATION
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.
  • The results below are discovered through our pilot algorithms. Let us know how we are doing!

    • Atkinson, T. & Claxton, G. (2000) The Intuitive practitioner: On the value of not always knowing what one is doing. Buckingham. Open University Press
    • Beauchamp, C and Thomas, L (2009) Understanding teacher identity: an overview of issues in the literature and implications for teacher education. Cambridge Journal of Education, 39:2, 175- 189.
    • Bennett, N., Wood, L., Rogers, S. (1997) Teaching Through Play. Buckingham. Open University Press.
    • Brooker, L. (2002) Starting School: Young Children Learning Cultures. Buckingham. Open University Press.
    • Bruner, J. (1996) The Culture of Education. Harvard USA. Harvard University Press.
    • Bruner, J. (1999) Culture, mind and education in Moon, B., Murphy, P. (eds) Curriculum in context. London, Paul Chapman Publishing Ltd.
    • Carter, A. (2015) Carter Review of Initial Teacher Training (ITT). Crown Copyright.
    • Charmaz, K. (2011) Grounded theory methods in social justice research. In N. M. Denzin and Y. S. Lincoln (eds) The SAGE Handbook of Qualitative Research (pp.359-380). Thousand Oaks, Cal.: Sage.
    • Cohen, L., Manion, L and Morrison, K (2007) (6th ed) Research Methods in Education. Oxon. Routledge.
    • DfE (2010) The Importance of Teaching: The Shools White Paper . The Stationery Office. Norwich.
    • DfE (2011) Report into the EYFS: Recommendations from C. Tickell. Press Notice 30th March 2011 published online. Last accessed 15/05/2011.
    • DfE (2012) Statutory Framework for the Early Years Foundation Stage. The Department for Education.
    • Hobson, A.J., and Townsend, A. Interviewing as an Educational Research Method in Hartas, D. (2010) Educational Research and Inquiry. London. Continuum.
    • Lave J. and Wenger, E. (1990) Legitimate Peripheral Participation i Muph, P ed Learners, Learig ad Assesset . London. Sage.
    • Lave J. and Wenger, E. (1991) Situated Learning: Legitimate Peripheral Participation. Cambridge. Cambridge University Press.
    • Lave, J. and Wenger, E. (1999) Legitimate Peripheral Participation in Communities of Practice in MCoik, '. ad Paehete, C. eds Learig ad Koledge London, Paul Chapman Publishing Ltd.
    • Lindsay, G., Ethical Considerations and Legal Issues in Educational Research in Hartas, D. (2010) Educational Research and Inquiry. London. Continuum.
    • MacGregor, D. (2009) Identity formation - Ifluees that shape egiig teahers profess ional identity - Crossing the border from pre-service to in-service teacher. Paper presented at Teahe eduatio ossig odes: Cultues, otets, ouities ad uiulu the annual conference of the Australian Teacher Education association (ATEA), Albury, 28 June - 1 July.
    • McDonald, L (2009) Responsiveness of student teachers to the supervision of associate teachers. Paper presented at the British Educational Research Association Annual Conference, University of Manchester, 2-5 September 2009.
    • McIntyre, D (2009) The difficulties of inclusive pedagogy for initial teacher education and some thoughts on the way forward. Teaching and Teacher Education, 25, 602-608.
    • Moyles, J., Adams, S., Musgrove, A (2002) Study of Pedagogical Effectiveness in Early Learning (SPEEL). DfES Publications.
    • Office for Standards in Education (Ofsted), (2014) Initial Teacher Education Inspection Handbook.
    • Polanyi, M. (1983) The Tacit Dimension. Gloucester, MA: Peter Smith.
    • Punch, K., (1998) Itrodutio to Soial 'esearh . London. Sage.
    • Rogers, S (2011) Play and Pedagogy: a conflict of interests? in Rogers, S (2011) Rethinking Play and Pedagogy in Early Childhood Education. Abingdon. Routledge.
    • Rogoff, B. (1990) Apprenticeship in Thinking: Cognitive Development in Social Context. Oxford. Oxford University Press.
    • Schön, D.A., (1987) Educating the Reflective Practitioner: Toward a new design for teaching and learning in the professions. San Francisco.
    • Shulman, L.S., (1987) Knowledge and Teaching: Foundations of the New Reform. Harvard Educational Review 57.1, 1-23
    • Siraj-Blatchford, I., Sylva, K., Muttock, S., Gilden, R., Bell, D (2002) Researching Effective Pedagogy in the Early Years (REPEY). DfES Publications.
    • Trent, J., (2010) Teacher education as identity construction: insights from action research. Journal of Education for Teaching, 36: 2, 153 - 168
    • Varghese, M, Morgan, B, Johnston, B, Johnson, K (2005) Theorizing language Teacher Identity: Three Perspectives and Beyond. Journal of Language, Identity and Education, 4: 1, 21-44.
    • Wood, E (2010a) Developing Integrated Pedagogical Approaches to Play and Learning in Broadhead, P., Howard, J and Wood E (2010) Play and Learning in the Early Years. London. Sage.
    • Wood, E (2010b) Reconceptualizing the Play-Pedagogy Relationship in Brooker, E and Edwards, S (2010) Engaging Play. Maidenhead. OU Press.
    • Yin, (2003) Case Study Research. London. Sage.
  • No related research data.
  • Discovered through pilot similarity algorithms. Send us your feedback.

Share - Bookmark

Cite this article