Journal article
A conversation about pre-service teacher professional identities within initial teacher education spaces and places
Early Childhood Folio, Vol.25(1), pp.14-19
01/06/2021
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Abstract
The enactment of everyday democratic practice in early childhood settings supports children to practise being active agents in their own lives. Through learning to take action on matters of importance, practising collaboration and listening, and seeing that their ideas matter and have significance, children are positioned to become engaged citizens. This article follows the work of four teachers at one centre, sharing four episodes of their teaching where democratic practice is evident
Details
- Title
- A conversation about pre-service teacher professional identities within initial teacher education spaces and places
- Creators
- Olivera Kamenarac
- Publication Details
- Early Childhood Folio, Vol.25(1), pp.14-19
- Identifiers
- 991013372725202368
- Academic Unit
- Faculty of Education
- Language
- English
- Resource Type
- Journal article