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ABS362 - Analysis of the mediated concept of quality: Australian Early Years pre-service teachers’ views

1.1 Social, cultural, linguistic and educational mediation
Paper in a Working Group Roundtable (WGRT)
11:00 AM, Mardi 29 Août 2017 (1 heure)
Midday Meal   12:00 PM à 01:30 PM (1 heure 30 minutes)
Convention Center - 2000 A - Table B
Research question: How does the concept of quality of Early Childhood provision is mediated through University teaching/learning process followed by practicum at the early stages of undergraduate pre-service teachers’ journey?

The aim of the presentation is to develop a discussion around the preliminary findings from the above project. The project explored how the concept of quality of practice provision in early years was mediated in the teaching/learning and practicum contexts, in which undergraduate pre-service teachers in a University in Victoria, Australia, learned the ideas about quality in settings and university studies.
The project questions the traditional view of teaching the concept of quality, i.e. learning the curriculum, and applying it accordingly to satisfy assessment criteria. In particular, this project analyses the data from 10 interviews and 2 focus groups discussions to show instances of ‘implicitly’ mediated vs. ‘explicitly’ mediated concepts (in practicum and in university context respectively) (Wertsch, 2007, p. 180). The analysis helps investigate ways in which quality can be understood, taught and learned as a mediated cultural-historical process, and not a one- directional stream from theory to practice.
The audience is invited to discuss cultural/historical implications to teaching and learning of quality as a mediated process in their own contexts.

Wertsch, J. (2007) Vygotsky and Culture. In M. Coles, J. Wertsch, & H. Daniels (Eds.), The Cambridge Companion to Vygotsky. Cambridge University Press.
Australian Catholic University
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