Sims, Margaret

Nishida, Yukiyo

2018

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).

Journal of Education and Learning, 7(2), p. 21-33

1927-5269

1927-5250

https://hdl.handle.net/1959.11/22524

en

Canadian Center of Science and Education

Short-term International Experience (STIE) and Students' Understanding of Quality Early Childhood Service Provision

Journal Article

Publication