A Qualitative Case Study on Two Early Childhood Pre-service Teachers' Internship Experience in Kindergarten Classrooms
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This study focused on the constructivism teaching beliefs of two pre-service teachers of early childhood education and how they incorporated their beliefs into classroom practice while encountering their first full-time teaching experience in kindergarten. Through observations, interviews, and document analysis, their process of implementing constructivism into the classrooms, and cross-case analysis between the two pre-service teachers were described and analyzed. The findings indicated that as the two pre-service teachers, faced practical issues and conflicts during their teaching in the kindergarten classrooms, they also struggled at finding a match in terms of applying their philosophy and constructivism during daily teaching practice. However, their approach in solving these dilemmas and issues related to applying constructivism to their teaching practice was different in terms of the manner of transformation. The findings of this study may help explain why constructivist theories did not play a more significant role in shaping educational practice in their internships and how educators support self-regulated learning in implementing constructivism in teaching for pre-service teachers.
Abstract
This study focused on the constructivism teaching beliefs of two pre-service teachers of early childhood education and how they incorporated their beliefs into classroom practice while encountering their first full-time teaching experience in kindergarten. Through observations, interviews, and document analysis, their process of implementing constructivism into the classrooms, and cross-case analysis between the two pre-service teachers were described and analyzed. The findings indicated that as the two pre-service teachers, faced practical issues and conflicts during their teaching in the kindergarten classrooms, they also struggled at finding a match in terms of applying their philosophy and constructivism during daily teaching practice. However, their approach in solving these dilemmas and issues related to applying constructivism to their teaching practice was different in terms of the manner of transformation. The findings of this study may help explain why constructivist theories did not play a more significant role in shaping educational practice in their internships and how educators support self-regulated learning in implementing constructivism in teaching for pre-service teachers.
참고문헌 (29)
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