'Baby Teachers': How Pre-Service Early Childhood Students Transform Their Conceptions of Teaching and Learning Through An Infant Practicum
Document Type
Article
Publication Date
7-1-2010
Abstract
This qualitative study explores how working with infants changed pre-service early childhood students' thinking about important aspects of early childhood education. Through a qualitative analysis of four pre-service early childhood students' weekly dialogue journals during a required, one-semester infant practicum, the authors discovered how the course provided a context for challenging students' previously held notions about early childhood teaching and learning. Their findings showed that infants' ways of being were a powerful influence on pre-service early childhood students' sense of themselves as teachers and emphasized the value of hands-on experiences with infants as an important component of early childhood professional preparation.
DOI
10.1080/09575141003648357
MSU Digital Commons Citation
Recchia, Susan L. and Shin, Minsun, "'Baby Teachers': How Pre-Service Early Childhood Students Transform Their Conceptions of Teaching and Learning Through An Infant Practicum" (2010). Department of Teaching and Learning Scholarship and Creative Works. 25.
https://digitalcommons.montclair.edu/teaching-learning-facpubs/25