Examining the Impact of the Author＇s Pedagogy on Developing Relationality and Care in Pre-service Early Childhood Teachers  

作　　者：Susie Garvis 

机构地区：[1]Griffith University, Gold Coast, Australia

出　　处：《US-China Education Review(A)》2012年第4期431-441,共11页美中教育评论（A）

摘　　要：Care and relationality are important foundations for dealing with young children and their families in early childhood education and care settings. Little is known, however, about effective ways to teach and assess care and relationality in teacher education. Care and relationality rarely appear in university outcomes, professional standards for teachers or assessment criteria. Teacher educators assume a significant level of responsibility for the personal professional developments of others in early childhood education. In 2011, the teacher educator in this study embedded seven characteristics of relational teacher education to help early years pre-service teachers experience the importance of care and relationality. This self-study explored the impact of pedagogy by examining the actions of the teacher educator and the resultant actions of pre-service teachers in the learning process. Zeichner （2005） conducted this self-study research was intended to make teacher educators and others more conscious about one＇s role in educating future teachers. Findings revealed three themes, providing evidence of the effectiveness of the teacher educator in implementing care and relationality.

关 键 词：CARE RELATIONALITY early childhood teacher education 

分 类 号：G451[文化科学—教育学] G615[文化科学—教育技术学]