Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/22524
Title: Short-term International Experience (STIE) and Students' Understanding of Quality Early Childhood Service Provision
Contributor(s): Sims, Margaret  (author)orcid ; Nishida, Yukiyo  (author)orcid 
Publication Date: 2018
Open Access: Yes
DOI: 10.5539/jel.v7n2p21Open Access Link
Handle Link: https://hdl.handle.net/1959.11/22524
Fields of Research (FoR) 2008: 130102 Early Childhood Education (excl. Maori)
130103 Higher Education
Fields of Research (FoR) 2020: 390302 Early childhood education
390303 Higher education
Socio-Economic Objective (SEO) 2008: 930299 Teaching and Instruction not elsewhere classified
940105 Children's/Youth Services and Childcare
930102 Learner and Learning Processes
Socio-Economic Objective (SEO) 2020: 230115 Youth services
Abstract: Exposing pre-service teachers to international professional experiences through a short-term visiting programme serves to challenge their understandings of good quality practice through disturbing assumptions and expectations previously formed through experiences in their own country/culture. Much of the research in international study focuses on pre-service teachers preparing to teach in primary, secondary or language classes. In this study we present the perceptions of pre-service early childhood students who underwent a short-term international experience. In particular we explore the ways in which their experiences impacted on their understandings of quality early childhood service provision. In the increasingly neoliberal Australian early childhood sector externally imposed standards define quality and this is enacted in relatively homogenous ways in practice, opportunities to observe practice arising from different understandings serves to challenge thinking, potentially leading to different world views (Piaget’s accommodation).
Publication Type: Journal Article
Source of Publication: Journal of Education and Learning, 7(2), p. 21-33
Publisher: Canadian Center of Science and Education
Place of Publication: Canada
ISSN: 1927-5269
1927-5250
Peer Reviewed: Yes
HERDC Category Description: C1 Refereed Article in a Scholarly Journal
Appears in Collections:Journal Article
School of Education

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