Search results for: Kim Jinhee
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What Is Missing In Our Teacher Education Practices: A Collaborative Self-Study Of Teacher Educators With Children During The Covid-19 Pandemic
This self-study explores the experiences and challenges that the authors as mothers of young children and teacher educators have faced during the COVID-19 pandemic. While describing what their children experienced through remote learning and how they tried to support their learning, they reflect on their former school experiences and their teacher education practices. To do this, they address the following two research questions: (1) What were their children’s experiences in remote learning during the pandemic?; and (2) What were their experiences as mothers and teacher educators in supporting their children’s remote learning during the pandemic? Adopting a collaborative self-study methodology, they collected stories of their experiences as mothers and teacher educators during their children’s remote learning. Their data were collected through participant observations, field notes, and artifacts that their children created, as well as learning materials received from their teachers and schools during the period. In addition, they recorded virtual conferences and wrote reflective journals. The suda approach, which was developed as a research method by the authors was used for data analysis. Originally from Korean culture, suda in simple English is ‘chatting extensively.’ It is different from small talk or chit-chat, though, as it can take a large amount of time, covering several stories in depth. The findings provide several implications for teacher education, school policy, and educational research.
Updated: Oct. 07, 2021
Space is not separable from the learning and teaching that take place in and through teacher education programs. In this paper, the authors attempt to illustrate how the use of a spatial lens in preservice teachers field placement can provide them with opportunities to raise questions and understand more about the relationships between self, the discursive construction of others, and taken-for-granted notions of learning and teaching. In helping preservice teachers’ critical reflections upon their spatial experience at their field sites, they specifically focus on “mapping” space as their approach to developing a critical embodied pedagogy. In particular, they highlight one White female preservice teacher’s spatial experience in a homeless shelter. They discuss the implications of developing pedagogical tools from the spatial perspective for early childhood teacher education programs.
Updated: Nov. 03, 2020
Against the Unchallenged Discourse of Homelessness: Examining the Views of Early Childhood Preservice Teachers
This study examines how preservice teachers perceived homelessness and children experiencing homelessness. It focuses on preservice teachers’ experiences with the dominant discourses about homelessness and addresses how early childhood educators can support preservice teachers in preparing to teach children experiencing homelessness in their future classrooms. The data showed that the images of homelessness held by the preservice teachers closely overlapped with public discourses of homelessness. The image of children as being homeless even did not exist in the conception of homelessness that the preservice teachers initially held. Their knowledge of homelessness was very limited and inaccurate, such that children experiencing homelessness and their families were initially interpreted as being dysfunctional and abnormal.
Updated: Nov. 16, 2015