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Article (journal) accessible via
URN: urn:nbn:de:0111-pedocs-289095
DOI: 10.25656/01:28909; 10.26529/cepsj.1642
URN: urn:nbn:de:0111-pedocs-289095
DOI: 10.25656/01:28909; 10.26529/cepsj.1642
| Original Title |
Practicum of early childhood teacher students in pandemic times: a narrative perspective |
|---|---|
| Parallel title | Praksa bodočih učiteljev v zgodnjem otroštvu med pandemijo: pripovedna perspektiva |
| Authors |
Silva-Peña, Ilich   ;
Hizmeri, Julio ;
Hormazábal-Fajardo, Roxana ;
González-García, Gustavo ;
Rojas-Rodríguez, Bessie ;
Jara-Illanes, Enriqueta |
| Source | CEPS Journal 13 (2023) 4, S. 15-35  |
| Document | full text (214 KB) |
| License of the document |
|
| Keywords (German) | Frühpädagogik; Frühe Kindheit; Früherzieher; Student; Lehrer; Lehrerbildung; Praktikum; COVID-19; Pandemie; Kind; Anwesenheit; Raum; Narratives Interview; Empirische Untersuchung; Chile |
| sub-discipline | Empirical Educational Research Early Childhood Education and Care |
| Document type | Article (journal) |
| ISSN | 2232-2647; 1855-9719; 22322647; 18559719 |
| Language | English |
| Year of creation | 2023 |
| review status | Peer-Reviewed |
| Abstract (English): | The Covid-19 pandemic affected teacher education; universities had to adapt quickly through emergency pedagogy. One problem that emerged was the relationship between schools and teacher students. The situation was more critical in early childhood teacher education than in others. The conditions forced them to adjust to the absence of children in the student teachers’ practicum. This article addresses the relational problem in a practicum in early childhood teacher education. Through a narrative inquiry with two early childhood education teacher students, we give an account of learning experiences in different educational spaces. During the analysis, two concepts emerged: ‘the classroom taste’ and ‘presence’ in teacher education. The research allows us to reflect on the essential focus of the practicum in early childhood teacher education from the perspective of these two concepts. (DIPF/Orig.) |
| other articles of this journal | CEPS Journal Jahr: 2023 |
| Statistics |  Number of document requests
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| Checksums | checksum comparison as proof of integrity |
| Date of publication | 12.03.2024 |
| Citation | Silva-Peña, Ilich; Hizmeri, Julio; Hormazábal-Fajardo, Roxana; González-García, Gustavo; Rojas-Rodríguez, Bessie; Jara-Illanes, Enriqueta: Practicum of early childhood teacher students in pandemic times: a narrative perspective - In: CEPS Journal 13 (2023) 4, S. 15-35 - URN: urn:nbn:de:0111-pedocs-289095 - DOI: 10.25656/01:28909; 10.26529/cepsj.1642 |
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