1st Edition
Being an Early Childhood Educator Bringing theory and practice together
Introduction: How to use this book
1. Becoming, being, belonging: So you want to be an early childhood teacher?
2. What is prac? Preparing for success across different settings
3. Think like a teacher: Pedagogies, values and ethics
4. Act like a teacher: Being professional
5. Work like a teacher: Understanding curriculum documents, documentation, leadership and mentoring
6. Stepping up, stepping out: Your employability
7. Young children, different settings: Managing and connecting across contexts
8. Your teaching toolkit: Never-fail strategies, tips and reminders
References
Index
Biography
FELICITY MCARDLE teaches undergraduate and postgraduate education students at Queensland University of Technology and Charles Sturt University. She publishes nationally and internationally, and is co-author of The Trouble with Play. She has led the design and implementation of programs of study for pre-service teachers, and regularly conducts professional learning programs for in-service teachers.
MEGAN GIBSON is a lecturer in the School of Early Childhood, QUT. Her key areas of interest for research and teaching include teacher professionalism, leadership and management, and policy and sustainability. She currently works with pre-service teachers and leads professional learning programs with practicing educators in the early childhood field.
LYN ZOLLO is a lecturer in early childhood education at QUT. She has extensive experience teaching in a diverse range of early childhood settings both in Australia and internationally. Her particular interest with pre-service teachers is preparing them to create and enable quality learning and teaching in the early years.
'This book will be an invaluable resource for pre-service early childhood educators as they prepare not only for their placements but also their future careers. The examples, activities and reflection points are realistically representative of events and contexts across the birth to 8 years age range. These features effectively scaffold the pre-service teacher's preparation and thinking for socially just early childhood teaching.' - Associate Professor Susan Krieg, Early Childhood Program Coordinator, Flinders University
