Teaching Practice: A Guide for Early Childhood Students

By Rosemary Perry | Go to book overview

7

MAKING THE MOST OF THE TEACHING PRACTICE EXPERIENCE
In this chapter we will consider a number of students’ stories which provide some insights into ways in which you can make the most of your teaching practice experience. Actions that contribute to your learning during teaching practice include:
• the setting of personal goals;
• developing and testing out ways to achieve those goals;
• reflecting on the teaching experiences that result.

THE SETTING OF PERSONAL GOALS
Throughout this book emphasis has been given to the fact that learning to teach is a very personal process. As you talk with peers about teaching practice you will find that you each have had different experiences. This is because in undertaking teaching practice you are drawing on your own unique past experiences as well as your current understanding of specialized knowledge. Your teaching practice is also being influenced by your particular setting as well as your own expectations, learning style and personality. Because learning to teach is such an individual process, you will find it valuable to set yourself some personal goals to achieve during your teaching practice. These goals are likely to be in addition to those set as part of the course requirements. Recently I worked with a group of student teachers who undertook some personal goal setting before their teaching practice. As a framework for our thinking we used a report by the Queensland Board of Teacher Registration (Hobart et al., 1994), in which beginning teachers identified four knowledge sources they drew upon most in their first year of teaching. These sources were:
• knowledge about self (the person I am);
• knowledge about children;
• knowledge about communicating;
• knowledge about the practice of teaching.

-153-

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Teaching Practice: A Guide for Early Childhood Students
Table of contents

Table of contents

  • Title Page iii
  • Contents vii
  • Illustrations ix
  • Foreword x
  • Preface xii
  • Acknowledgements xv
  • 1 - Teaching Practice in Early Childhood Settings 1
  • 2 - Ways of Knowing and Understanding Children 21
  • 3 - Early Childhood Curriculum 50
  • 4 - Creating Environments for Learning and Teaching 77
  • 5 - Developing a Practical Theory and Practical Skills 103
  • 6 - Working with Adults in Early Childhood Settings 127
  • 7 - Making the Most of the Teaching Practice Experience 153
  • References 176
  • Index 181
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