Interrogating the current imagination of early childhood teacher education through dialogical processes
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Date
2012
Authors
Ebrahim, Hasina Banu
Koen, Mariƫtte
Martin, Colwyn
Journal Title
Journal ISSN
Volume Title
Publisher
Department of Communication Science, University of the Free State
Abstract
In order to reconceptualise and redesign initial teacher education programmes it is imperative to critically examine what exists. The aim of this article is to shed light on the dialogical processes a team of early childhood teacher educators undertook to make explicit their current understandings of teacher education in an undergraduate Bachelor of Education qualification. The sensitising concepts of dialogue, communication, transformatory learning and reflection informed the study. A qualitative approach enabled through documentary analysis, conversations amongst teacher educators and their narratives were used to produce the evidence. The findings of the study show that dialogical processes unfolded as action-oriented strategies towards achieving a particular goal (i.e., change in teacher education) have the potential to allow teacher educators to reflect on, participate in and trouble existing frames of reference and develop sensitivity to new framings.
Description
Keywords
Teacher education programmes, Qualification
Citation
Ebrahim,H. B., Koen, M., & Martin, C. (2012). Interrogating the current imagination of early childhood teacher education through dialogical processes.Communitas, 17, 101-115.