Search results for: Hellberg Kristina
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This paper analyses the trajectories into teacher education of a group of child minders who are studying to become pre-school teachers. The specific focus is what impact their prior experiences and learning from pre-school have on their trajectories. The paper also examine how these experiences and learning are recognized in the first year of teacher education.The results show that prior experiences and learning are given implicit and indirect recognition.
Updated: Oct. 19, 2009