Katherine Ord

Doctor of Philosophy, (Education)
Study Completed: 2011
College of Education

Citation

Thesis Title
Bodies of knowledge: Early childhood teachers' experiences of their initial teacher education programme and sense of preparedness for teaching

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Adults working in early childhood education services are increasingly being required to gain tertiary level teacher qualifications. Yet little is known about how early childhood teacher education students engage with and understand their learning to teach process, or what being well-prepared for teaching means to them. Ms Ord’s research explored this gap in the teacher education literature. Working with two groups of newly qualified teachers (field-based and pre-service) her results indicated that all felt significantly knowledgeable as an effect of teacher education. Most teachers expressed a strong desire to hold this knowledge as practice knowledge; knowledge that resides in practices and not just ‘in the head’. These findings make a contribution to what constitutes ‘knowledge’ and ‘knowing’ for teachers and importantly links early childhood teacher education to teacher education more broadly.

Supervisors
Professor Glenda Anthony
Associate Professor Ruth Kane
Associate Professor Joce Nuttall

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