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Making the transition from student teacher to professional can be challenging. From field experience placements, or "pracs," to the early years in the classroom, this text provides a comprehensive and practical guide to help every early childhood student develop their professional expertise and confidence.The authors prompt students to bring together theories learned at university with ways of working with real children in real settings, framed by the principles of recognizing equity and diversity. There is clear guidance on how to be successful, including understanding the many roles teachers are expected to take on, and the important relationships they need to build. Lesson planning, understanding curriculum documents, and fail-safe strategies for teaching in a wide range of situations, and with children from wide-ranging backgrounds, are all covered in depth. Suggestions for tutorial activities and further reading accompany each chapter, prompting students to engage in critical reflection and self-evaluation, while the "On track on prac" feature will help student teachers monitor and review their progress. Readers are also provided with insights from "real world" teachers. This is an essential text for all students undertaking practicums and preparing for the first years of their professional careers.
- Published on: 2015-12-01
- Original language: English
- Number of items: 1
- Dimensions: .50" h x 6.90" w x 9.00" l, .0 pounds
- Binding: Paperback
- 240 pages
Review
"This book will be an invaluable resource for pre-service early childhood educators as they prepare not only for their placements but also their future careers. The examples, activities and reflection points are realistically representative of events and contexts across the birth to eight years age range. These features effectively scaffold the pre-service teacher's preparation and thinking for socially just early childhood teaching." —Associate Professor Susan Krieg, Early Childhood Program Coordinator, Flinders University
About the Author
Felicity McArdle�teaches undergraduate and postgraduate education students at Queensland University of Technology and Charles Sturt University in Australia. She publishes nationally and internationally, and is co-author of The Trouble with Play. She has led the design and implementation of programs of study for student teachers, and regularly conducts professional learning programs for full-time teachers.�Megan Gibson�is a lecturer in the School of Early Childhood, QUT, in Australia. She currently works with student teachers and leads professional learning programs with practicing educators in the early childhood field.�Lyn Zollo�is a lecturer in early childhood education at QUT. She has extensive experience teaching in a diverse range of early childhood settings both in Australia and internationally.
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