Preparing culturally and linguistically diverse preservice early childhood teachers for field experience

Miller, Melinda, McFadden, Amanda, & Heirdsfield, Ann (2016) Preparing culturally and linguistically diverse preservice early childhood teachers for field experience. Student Success, 7(2), pp. 33-42.

Abstract

This article reports on an action research project focussed on preparing culturally and linguistically diverse (CALD) preservice early childhood teachers for field experience. A series of targeted workshops delivered over one semester was designed to support the students to develop intercultural competence in relation to knowledge, attitude, skills and behaviours that contribute to success on field placement. Findings indicate that short-term initiatives targeted specifically to students’ identified needs and strengths can help to build intercultural competence for both students and teacher educators. For the participants, access to communication strategies, opportunities for rehearsal of teaching practice, and peer and academic support contributed to shifts in attitude, and the development of skills and new knowledge. New learnings for the teacher educators included challenging assumptions about CALD students’ sense of community and belonging in the university context.

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ID Code: 97674
Item Type: Journal Article
Refereed: Yes
Keywords: Teacher Education, Early Childhood, Preservice Teachers, Culturally and Linguistically Diverse, Field Experience
DOI: 10.5204/ssj.v7i2.339
ISSN: 2205-0795
Divisions: Current > QUT Faculties and Divisions > Faculty of Education
Current > Schools > School of Early Childhood & Inclusive Education
Copyright Owner: Copyright 2016 The authors and Queensland University of Technology
Copyright Statement: This work is licensed under a Creative Commons Attribution 4.0 Licence. As an open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.
Deposited On: 26 Jul 2016 23:21
Last Modified: 27 Jul 2016 22:21

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