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Understanding pre-service teachers' approaches to preschool education. Findings in the Czech Republic

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dc.title Understanding pre-service teachers' approaches to preschool education. Findings in the Czech Republic en
dc.contributor.author Gavora, Peter
dc.contributor.author Wiegerová, Adriana
dc.relation.ispartof ICEEPSY 2016 - 7th International Conference on Education and Educational Conference
dc.identifier.issn 2357-1330 Scopus Sources, Sherpa/RoMEO, JCR
dc.date.issued 2016
utb.relation.volume 16
dc.citation.spage 566
dc.citation.epage 573
dc.event.title 7th International Conference on Education and Educational Conference (ICEEPSY)
dc.event.location Rhodes
utb.event.state-en Greece
utb.event.state-cs Řecko
dc.event.sdate 2016-10-10
dc.event.edate 2016-10-15
dc.type conferenceObject
dc.language.iso en
dc.publisher Future Academy
dc.identifier.doi 10.15405/epsbs.2016.11.58
dc.relation.uri http://www.futureacademy.org.uk/publication/EpSBS/ICEEPSY_2016
dc.subject Preschool en
dc.subject pre-service teacher en
dc.subject conceptualisation en
dc.subject teacher's work en
dc.description.abstract This qualitative study aimed to answer two broad questions: (1) How do pre-service teachers at the beginning of their pre-graduate university programme conceptualise the purposes and aims of preschool? (2) How do they view the essence of a teacher's work with children in preschool? In-depth interviews were conducted to gather data about the participants' conceptualisations. Open coding and thematic analysis were performed to process the interview data. The participants were 34 students in the first semester of the bachelor of preschool pedagogy programme at a university in the Czech Republic, and had no direct teaching experience in preschool education. The participants indicated that the primary function of preschool is to provide space for a child's socialisation into the peer group and preparation for entry into primary school. The core task of the preschool teacher was conceptualised as the establishing safe environment, the exercising of (mild) authority, the expression of emotions to children, and the development of professionalism. These findings offer challenges for university educators to elaborate the students ' professional knowledge and skills. (C) 2016 Published by Future Academy www.FutureAcademy.org.uk en
utb.faculty Faculty of Humanities
dc.identifier.uri http://hdl.handle.net/10563/1007036
utb.identifier.obdid 43875604
utb.identifier.wok 000390872300058
utb.source d-wok
dc.date.accessioned 2017-07-25T08:54:48Z
dc.date.available 2017-07-25T08:54:48Z
dc.rights Attribution-NonCommercial-NoDerivs 4.0 International
dc.rights.uri http://creativecommons.org/licenses/by-nc-nd/4.0/
dc.rights.access openAccess
utb.contributor.internalauthor Gavora, Peter
utb.contributor.internalauthor Wiegerová, Adriana
utb.fulltext.affiliation Peter Gavora a *, & Adriana Wiegerová b * Corresponding author: Peter Gavora, gavora@fhs.utb.cz a Faculty of Humanities, Tomas Bata University, Zlín, Czech Republic, Email: gavora@fhs.utb.cz b Faculty of Humanities, Tomas Bata University, Zlín, Czech Republic, Email: wiegerova@fhs.utb.cz
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