Dissertations and Theses @ UNI

Availability

Dissertation (UNI Access Only)

Keywords

Student teachers--Training of; Early childhood teachers--Training of; Inquiry-based learning;

Abstract

Strategies used by an early childhood teacher educator to support preservice teachers engaging in inquiry work through the Project Approach in an introductory curriculum course was the focus of this self study. Preservice teachers were placed in teams of four to plan learning experiences and facilitate project work with preschool students and their cooperating teacher for a 15-hour field experience. Data sources were transcribed class sessions, comments on student assignments, and personal reflections. Engaging with a critical colleague during course implementation, and another critical colleague during data analysis, contributed to the richness of the data. Two main categories of strategies, supporting and pedagogical skills, emerged from the content analysis. Modeling was used to demonstrate child-initiated learning to preservice teachers. Findings from this study have guided curriculum redesign. This study contributes to research on designing field experiences to support preservice teachers' navigating inquiry learning through reflection.

Year of Submission

2021

Degree Name

Doctor of Education

Department

Department of Curriculum and Instruction

First Advisor

Mary Donegan-Ritter, Committee Chair

Date Original

12-2021

Object Description

1 PDF file (v, 121 pages)

Language

en

File Format

application/pdf

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