TY - JOUR
T1 - Making research relevant in preservice early childhood teacher education.
AU - Harrison, Linda
AU - Dunn, Myra
AU - Coombe, Kennece
N1 - Imported on 12 Apr 2017 - DigiTool details were: Journal title (773t) = Journal of Early Childhood Teacher Education. ISSNs: 1090-1027;
PY - 2006
Y1 - 2006
N2 - Increasingly, researchers, teacher educators and governmental agencies underline the need for early childhood professionals to be able to conduct and use relevant research in their practice. In contrast, early childhood teachers tend to draw exclusively on practical advice rather than research evidence to evaluate and develop their teaching. To address these contradictions in expectations, recently developed preservice early childhood teacher education programs have included a core research subject that aims to foster an appreciation of the value of research and its contributions to professional practice. This study examines the effectiveness of teaching and learning approaches designed to make research relevant to undergraduates at an Australian regional university by tracking students' changing views about research during a one-semester teaching period. The findings of this study show that relevant learning experiences, such as designing and conducting a simple research project, modeling research, collaborative inquiry, focused reading, and organizing a research conference, significantly changed student perceptions of the relevance of research to their teaching and their future role as early childhood professionals.
AB - Increasingly, researchers, teacher educators and governmental agencies underline the need for early childhood professionals to be able to conduct and use relevant research in their practice. In contrast, early childhood teachers tend to draw exclusively on practical advice rather than research evidence to evaluate and develop their teaching. To address these contradictions in expectations, recently developed preservice early childhood teacher education programs have included a core research subject that aims to foster an appreciation of the value of research and its contributions to professional practice. This study examines the effectiveness of teaching and learning approaches designed to make research relevant to undergraduates at an Australian regional university by tracking students' changing views about research during a one-semester teaching period. The findings of this study show that relevant learning experiences, such as designing and conducting a simple research project, modeling research, collaborative inquiry, focused reading, and organizing a research conference, significantly changed student perceptions of the relevance of research to their teaching and their future role as early childhood professionals.
U2 - 10.1080/10901020600843434
DO - 10.1080/10901020600843434
M3 - Article
SN - 1090-1027
VL - 27
SP - 217
EP - 299
JO - Journal of Early Childhood Teacher Education
JF - Journal of Early Childhood Teacher Education
IS - 3
ER -