Country-specific narratives of the professional preparation of infant–toddler teachers in Hong Kong China, Aotearoa New Zealand and the USA

Country-specific narratives of the professional preparation of infant–toddler teachers in Hong Kong China, Aotearoa New Zealand and the USA

• Siu, Tik Sze Carrey The Education University of Hong Kong
• Cooper, Maria University of Auckland
• McMullen, Mary Benson Indiana University

Early Years, 2023

Routledge

2023

• Q 教育體系與各級學校
  • QB 小學前之教育、育兒設施、母嬰保健設施
• M 教師與教師教育
  • MA 教師之專業教育
• P 香港教育各層面與外地之比較
  • PB 香港教育各層面與外地之比較

Infants Toddlers Early Childhood Care and Education Teacher Education Culturally Influenced Practice

• Hong Kong
• New Zealand
• United States

• 1997.7 onwards

• 專上教育

Using a qualitative descriptive design, researchers describe andidentify similarities and differences in the professional preparation of infant-toddler care and education (ITCE) teachers at university based teacher education programmes in Hong Kong China, Aotearoa New Zealand, and the USA. Researchers overview the ITCE landscape, describe statutory regulations, and consider major documents and prevalent ideas influencing ITCE teacher education in their respective countries. Key findings are presented from each researcher’s analysis of the teacher education programmes at their own institutions and then summarised in descriptive narratives around four major themes: (1) country-specific values, (2) pedagogical elements, (3) curriculum focus, and (4) teaching practicum expectations. On the basis of a dialogic deliberative process, the three researchers then discuss the findings together by deliberating upon how culture in the forms of norms, values, prevailing beliefs, and expectations, appeared to–intentionally or unintentionally–shape the three different approaches to preparing students to become fully-qualified teachers of infants and toddlers. Copyright © 2023 TACTYC.

• 英文

期刊論文

• 09575146

• 10.1080/09575146.2023.2232948

https://bibliography.lib.eduhk.hk/tc/bibs/d9b5edc3

2023-11-09