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dc.contributor.authorBrennan, M.
dc.contributor.authorEveriss, L.
dc.contributor.authorMara, D.
dc.date.accessioned2012-09-13T03:38:52Z
dc.date.available2012-09-13T03:38:52Z
dc.date.issued2011
dc.identifier.citationBrennan, M., Everiss, L., Mara, D. (2011). Field-based early childhood teacher education : "but are they already teachers ...".
dc.identifier.urihttp://hdl.handle.net/11072/183
dc.description.abstractDespite its long history in early childhood initial teacher education (ITE) programmes, there remains a limited research base about the nature of the field-based approach and more specifically student/tutor interactions in the tertiary classroom. This study adds to a growing area of scholarship that seeks to articulate a distinct pedagogical base to field-based teacher education. The tertiary classroom was chosen as the site of study because it affords researchers and teachers opportunity to place an intense focus on students and tutors 'doing field-based teacher education' and to explore new understandings that sit apart from traditional preservice ITE approaches.
dc.subjectEarly childhood teachers
dc.subjectEarly childhood education
dc.subjectTeacher education
dc.subject.other330100 Education Studies
dc.titleField-based early childhood teacher education : "but are they already teachers ...".
dc.typeReport
opnz.contributorhttp://www.naccq.ac.nz/conference04/pdf/315.pdf
opnz.coverageLink
opnz.creatorNew Zealand


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