Communitas 17(Special edition):101-115 Interrogating the current imagination of early childhood teacher education through dialogical processes
Type
E-Journal
Authors
ISSN
1023-0556
Category
ECCE, HE
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Publication Year
2012
Publisher
University of the Free State, Bloemfontein, South Africa
URL
[ private ]
Pages
16 p.
Subject
Early childhood education, Tertiary education, Teacher education, Teacher qualifications, Dialogue, Communication, Transformatory learning, Reflection, Strategies, South Africa
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Series Name
Abstract
In order to reconceptualise and redesign initial teacher education programmes it is imperative to critically examine what exists. The aim of this article is to shed light on the dialogical processes a team of early childhood teacher educators undertook to make explicit their current understandings of teacher education in an undergraduate Bachelor of Education qualification. The sensitising concepts of dialogue, communication, transformatory learning and reflection informed the study. A qualitative approach enabled through documentary analysis, conversations amongst teacher educators and their narratives were used to produce the evidence. The findings of the study show that dialogical processes unfolded as action-oriented strategies towards achieving a particular goal (i.e., change in teacher education) have the potential to allow teacher educators to reflect on, participate in and trouble existing frames of reference and develop sensitivity to new framings.
Description
Article
Number of Copies
1
