Original Research Note
Butcher, J., & Murphy, C. (2012). “It pushes you beyond the boundaries”: The paradox of setting teaching goals in a field-based early childhood teacher education programme. NZ Research in Early Childhood Education Journal, 15, 176- 185. Retrieved from http://www.childforum.com/research/2012-nzrece-journal-articles/896-teaching-goals-field-based-early-childhood-teacher-education-programme.html
“It Pushes You Beyond the Boundaries”: The Paradox of Setting Teaching Goals in a Field-based Early Childhood Teacher Education Programme
Jenny Butcher and Caterina Murphy
NZ Childcare Association
This paper reports on a section of a research study into the teaching practice experiences of early childhood student teachers in a field-based teacher education programme. Goal setting was one of the four research themes of that study and is the focus of this paper. Eleven student teachers were initially interviewed in 2008 with ten of the original group agreeing to be re-interviewed in 2010 as they neared the end of their teacher education programme. Varied experiences and attitudes to the benefits and success of goal setting were identified and the findings suggest ways for teacher education providers to guide and support students and their teaching. Implications drawn from this research will be of interest to teacher educators who support student teachers to set teaching goals to promote student reflection in practice.
Key words: Associate Teachers (ATs), Mentoring Teachers (MTs), Visiting Lecturers (VLs), goal setting, teacher assessment.
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