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Contemporary teacher preparation programs are challenged to provide transformational learning experiences that enhance the development of highly effective teachers. This mixed-methods case study explored the influence of inquiry-based field experiences as a pedagogical approach to teacher preparation. Four teacher candidates participated in a 15-week practicum hosted by four community-based early childhood classrooms. Research methods included peer discussions, self-assessments, coaching sessions facilitated by the instructor/researcher, and a survey. Triangulated content analysis indicated that inquiry-based field experiences positively contributed to the participants’ (a) understanding and application of core knowledge, (b) consciousness of teacher–child interactions, (c) appreciation of co-inquiry learning, and (d) utilization of reflective learning. Inquiry-based field experiences also positively contributed to the participants’ professional intentionality and discernment. 相似文献
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Sunčica Macura Milovanović Ivana Batarelo Kokić Selma Džemidžić Kristiansen Ibolya Gera Estevan Ikonomi Lejla Kafedžić 《International Journal of Inclusive Education》2013,17(1):36-54
The article summarises the socio-political, cultural, economic and educational background to the Western Balkans region and outlines the wider qualitative research study that provided the data on early and pre-school educational opportunities in the seven countries involved; Albania, Bosnia and Herzegovina, Croatia, Kosovo (under United Nations Security Council Resolution 1244), the Former Yugoslav Republic of Macedonia, Montenegro and Serbia. The authors examine international research and literature on early education that identifies it as an important means of enabling subsequent educational and social inclusion and attainment. They proceed to discuss and illustrate from the research data five inter-linked factors showing that provision of early education in the Western Balkans is inadequate and exclusive and that children who are already at greatest socio-economic and cultural disadvantage and at potential risk in elementary and secondary education are least likely to participate in, or benefit from, it. Some recent more encouraging developments are noted but the article concludes that substantially more investment and positive actions are needed in raising awareness of the importance of early education and in developing policies and provision for it that will benefit children currently at greatest disadvantage. 相似文献
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Anjali Gera Roy 《Inter-Asia Cultural Studies》2013,14(4):635-643
ABSTRACTDespite the long history of the export and exhibition of Indian films in Southeast Asia, a systematic documentation of how Hindi and Tamil films from India found their way into the region has yet to be undertaken. Theatrical exhibition of Indian films is reported to have sharply declined or ended since the late 1970s in their traditional markets in Malaya, Ceylon, British East Africa, Burma, Persian Gulf Ports, Thailand and South Vietnam. Yet films continued to be circulated through formal and informal networks such as video parlours, CD shops, television and, lately, on the internet. Although Singapore has the unique distinction of being the only Southeast Asian country, which still has a few theatres exclusively dedicated to screening Indian films, theatrical exhibition is not the only medium through which they are circulated. Based on fieldwork conducted between 2008 and 2010, this paper contrasts the formal distribution of Indian films with their informal circulation through which they “leak” into the multi-ethnic spaces of the global city. Drawing on photographs, exhibits, interviews, reports and observations, the essay focuses on television, CD shops, lending libraries and the internet through which Indian films are disseminated in Singapore. 相似文献
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