'Baby teachers': How pre-service early childhood students transform their conceptions of teaching and learning through an infant practicum

Susan L. Recchia, Minsun Shin

Research output: Contribution to journalArticle

40 Scopus citations

Abstract

This qualitative study explores how working with infants changed pre-service early childhood students' thinking about important aspects of early childhood education. Through a qualitative analysis of four pre-service early childhood students' weekly dialogue journals during a required, one-semester infant practicum, the authors discovered how the course provided a context for challenging students' previously held notions about early childhood teaching and learning. Their findings showed that infants' ways of being were a powerful influence on pre-service early childhood students' sense of themselves as teachers and emphasized the value of hands-on experiences with infants as an important component of early childhood professional preparation.

Original languageEnglish
Pages (from-to)135-145
Number of pages11
JournalEarly Years
Volume30
Issue number2
DOIs
StatePublished - 1 Jul 2010

Keywords

  • Early childhood professional development
  • Early childhood teacher education
  • Infant care
  • Pre-service early childhood teachers

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