Kathryn Garnier
Dados Biográficos
| ID | 9587828 |
|---|---|
| NOME | Kathryn Garnier |
| PRENOMES | Kathryn |
| SOBRENOME | Garnier |
| ASSINATURA | GARNIER K |
| AFILIAÇÕES | Monash University |
| ORCID | 0000-0003-0482-8000 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 3 |
| TOTAL DE CITAÇÕES | 0 |
| TOTAL COMO AUTOR | 3 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2020 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2023 |
| ÍNDICE H | 0 |
Professionalism and everyday practices in early childhood education and care
Notions of professionalism are central to how EC teachers enact practice. We explore how a group of Singaporean early childhood education and care (ECEC) pre-service teachers (PSTs) understand the notion of professionalism in this paper, drawing on their identity text work. The analysis is grounded by de Certeau’s thinking on the practice of everyday life, examining ideas about space, strategies and tactics. Findings show that PSTs’ notions of pr…
Sedimented professional identities
A shifting notion in the field of early childhood education (ECE) is what it is to be a ‘professional’. This paper examines third-year early childhood undergraduate pre-service teachers (PSTs) developing understandings of notions of ‘professionalism’ as expressed through identity texts. PSTs develop knowledge of standards, frameworks and policies that impact on their professional work and undertake a review of legislative requirements. As a count…
Innovations in teacher education at the time of Covid19
The university sector was hit hard by COVID-19 in early 2020 with global calls for universities to lockdown. The teacher education sector in most countries, including Australia, had not anticipated the shift to off-campus teaching of such a massive scale and the sector was not well prepared for the challenge. This paper reports how the Australian education sector responded to the COVID-19 pandemic and details how one Australian university impleme…
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Sedimented professional identities
A shifting notion in the field of early childhood education (ECE) is what it is to be a ‘professional’. This paper examines third-year early childhood undergraduate pre-service teachers (PSTs) developing understandings of notions of ‘professionalism’ as expressed through identity texts. PSTs develop knowledge of standards, frameworks and policies that impact on their professional work and undertake a review of legislative requirements. As a count…
Innovations in teacher education at the time of Covid19
The university sector was hit hard by COVID-19 in early 2020 with global calls for universities to lockdown. The teacher education sector in most countries, including Australia, had not anticipated the shift to off-campus teaching of such a massive scale and the sector was not well prepared for the challenge. This paper reports how the Australian education sector responded to the COVID-19 pandemic and details how one Australian university impleme…
Professionalism and everyday practices in early childhood education and care
Notions of professionalism are central to how EC teachers enact practice. We explore how a group of Singaporean early childhood education and care (ECEC) pre-service teachers (PSTs) understand the notion of professionalism in this paper, drawing on their identity text work. The analysis is grounded by de Certeau’s thinking on the practice of everyday life, examining ideas about space, strategies and tactics. Findings show that PSTs’ notions of pr…
Pedagogy (3 obras) · Psychology (3 obras) · Sociology (3 obras) · Developmental psychology (2 obras) · Early childhood (2 obras) · Early childhood education (2 obras) · Early Childhood Education and Development (2 obras) · Political science (2 obras) · Public relations (2 obras) · Social science (2 obras)