Assessment 1 ECE3003

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Victoria University *

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3003

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Sociology

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Feb 20, 2024

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docx

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Assessment 1 ECE3003 Jemma Lawn s4590872 and Amanda Arnel s4616490 How we view our theoretical competency: Early childhood pre-service teachers' self-evaluation of a professional placement experience This study points out the increasing complexity of early childhood education, and how as pre-service teachers we need to prepare ourselves for the unpredictable nature of the learning environment. This study states how important it is for teachers and preservice teachers to have a rich understanding of theories and how to apply them, as this helps to ensure the quality of early childhood education and is also important factor of becoming a transformational teacher. Transformation teachers are proactive and also have the ability to link theories to their teaching and reflective practices. This study also states that we preservice teachers we need to be able to apply theory into our teaching styles, classroom planning and to the curriculum, by linking theory into our teaching practices we are able to bring ourselves into our teaching process. This study has provided information about how pre-service teachers view and think about theory in different environments. This study argues that pre-service teachers lack consideration when it comes to theory and how to include it into teaching, the curriculum, and the preparation of lessons. This information is beneficial as it has allowed for us to think about our own teaching styles and how we need to be thinking about theory a lot more, Joseph Agbenyega (2012) believes that by doing this it will help to conceptualise our content and the children we teach. This article also benefits the way we look and think about theories in relation to our upcoming placement, as it shows us that during our placement we need to engage in reflective practices using theories and be able to apply theory to everyday learning. This study has also encouraged us as pre-service teachers to bring ourselves into our teaching process and to use our understanding of theories to benefit us and to help us make teaching decisions. The influence of practicum supervisors’ facilitation styles on student teachers’ reflective thinking during collective reflection . Main point. This article is about collective reflection case study between supervisors, mentors and student teachers and explores the processes involved in group dialogic reflection (GDR) as a pedagogical approach during the pre-service early childhood practicum. The focus of this article is on the role of the supervisor in enhancing student teachers’ reflection on practice during group dialogic reflection sessions and how does the facilitation process in group dialogic reflection support student teachers reflective thinking and practice? In this study, it examined the various types of facilitation styles that influence the reflective thinking levels and outcomes demonstrated by the student teachers during their session. In summary, reflective thinking can also be nurtured through instructive opportunities for students through an embedded dialogue and feedback with mentor and supervisor. Benefits

I do believe this approach can be beneficial in the process of critical reflection, but we may need to be aware of the types of facilitation style and their characteristics, as different facilitator behaviour will influence the level of reflective thinking and social climate during the reflect process. As supervisors, mentors and student teachers from different settings and positions bring with them different orientations, knowledge of educational systems, expectations, priorities, and their own learning interests. This collective process can validate each other’s understanding through testing of ideas and interpretations of the problems identified or leave educators feeling confused and detached from the reflection process. As a pre-service teacher I would benefit from this collective learning experience if it is done right, as I do believe the role of ‘others’ in collective reflection and knowledge can generate an outcome that creates a platform for deep reflection, addressing both the processes and premises of reflective thinking. The Development of Early Childhood Education and Care in Australia This article points out the importance for early childhood education as it impacts children’s learning and development later, and how early childhood can be an investment for the future rather than a cost to society. This article also points out recommended ways to improve the quality of early childhood education, it states that early childhood education needs to be more flexible for diverse families, as well as more support for children with disabilities and learning and development delays. This article also points out that educators are used to observing the children throughout the day and their activities but were not used to reflecting on what they had observed and applying theory and these observations to plan future activities for the children. This is explained to be due to lack of support that early childhood educators need to build their capabilities and confidence as teachers. Both teachers and preservice teachers are needing continuing support to help make the links between observations, reflections, and planning. I find this article / document extremely interesting, and I do believe it can be quite beneficial while engaging in placement, not only does this document provide statistics on Australian cultural backgrounds but reminds us just how diverse Australia is. I found it interesting to read about the Policy Reform and Quality Agendas and the development of ECEC in Australia from its informal beginnings to recent times where the sector has been through a reform phase resulting in the National Quality Framework (NQF) guiding the nation’s ECEC quality agenda. This document addresses the Quality Areas, Standards and Elements, which is broken down into sections and elaborated on providing readers with a deeper insight and knowledge into the different quality areas standards and elements. In conclusion I found this document would definitely be beneficial to preservice teachers on placement.

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