Early childhood teacher education: students trajectories of learning about children´s literacy

Prosjektperiode: 02/01/2012 - 31/12/2015

Institusjon: Avd. for lærerutdanning, Høgskolen i Vestfold

Prosjektleder: Liv Gjems

Program: Praksisrettet utdanningsforskn

Sammendrag

The purpose of the project is to gain insight into the development of students´ knowledge and understandings of early childhood literacy; what are their trajectories of learning in this field? We will elaborate theoretical and practical knowledge about ho w ECE teacher education prepares students to assist young children´s language acquisition. The project will partly be a comparative study of ECE education and teacher practice in Norway and Sweden. It will have a mixed method design. Data will be collecte d through a document analysis of curricular plans in order to study the intentions and contents of the curricula of the different university colleges. A survey based on this document analysis will be sent to all Norwegian early childhood education (ECE) s tudents. The survey data will provide insights into the relationship between the intentional and experienced curriculum, as well as information about students´ knowledge and understandings of early literacy. We will arrange a conference with selected ECE teachers and educators. Data from the conference will enable us to link the findings of our document and survey analyses with the needs and discourses of the vocational arena. This data will also provide important information for the interviews and observ ations we will conduct in selected preschools. The project aims to study how the Norwegian and Swedish governments´ initiatives to focus on early literacy are understood and realised in curricula and ECE teacher training. Since both countries share a holi stic view of children´s preschool learning, knowledge of the different ways in which we operationalize this overall view will enable us to learn from each other. We will gain knowledge about how newly educated teachers work and their rationales for the pr actical work they do in facilitating the development of early literacy. The findings of the project will help to develop new curricula for ECE teacher education, as well as inspiring future research and practice.

Early childhood teacher education: students trajectories of learning about children´s literacy

Prosjektperiode: 02/01/2012 - 31/12/2015

Institusjon: HØGSKOLEN I VESTFOLD FAKULTET FOR HUMANIORA OG, UTDANNINGSVITENSKAP

Prosjektleder: Liv Gjems

Program: Praksisrettet utdanningsforskn

Sammendrag

The purpose of the project is to gain insight into the development of students´ knowledge and understandings of early childhood literacy; what are their trajectories of learning in this field? We will elaborate theoretical and practical knowledge about ho w ECE teacher education prepares students to assist young children´s language acquisition. The project will partly be a comparative study of ECE education and teacher practice in Norway and Sweden. It will have a mixed method design. Data will be collecte d through a document analysis of curricular plans in order to study the intentions and contents of the curricula of the different university colleges. A survey based on this document analysis will be sent to all Norwegian early childhood education (ECE) s tudents. The survey data will provide insights into the relationship between the intentional and experienced curriculum, as well as information about students´ knowledge and understandings of early literacy. We will arrange a conference with selected ECE teachers and educators. Data from the conference will enable us to link the findings of our document and survey analyses with the needs and discourses of the vocational arena. This data will also provide important information for the interviews and observ ations we will conduct in selected preschools. The project aims to study how the Norwegian and Swedish governments´ initiatives to focus on early literacy are understood and realised in curricula and ECE teacher training. Since both countries share a holi stic view of children´s preschool learning, knowledge of the different ways in which we operationalize this overall view will enable us to learn from each other. We will gain knowledge about how newly educated teachers work and their rationales for the pr actical work they do in facilitating the development of early literacy. The findings of the project will help to develop new curricula for ECE teacher education, as well as inspiring future research and practice.