ABSTRACT

This study presents a contemporary overview of practicums as a key element in research on early childhood teacher education (ECTE). Based on a semi-systematic literature review, this study asked what kind of research informs practicums and how. The search identified 81 articles in peer-reviewed journals, which were categorised and thematically analysed according to focus, countries in which the research was undertaken, methodologies, participants and outcomes. Four major themes emerged: the position of student teachers, competent and ethical supervision, teacher educators as practicum designers and the construction of collective spaces to aid practicum learning and teaching. This review of practicums in research reveals the dominance of countries that produce more scientific research and calls for more scholarship exploring the perspectives of principals and children. This review offers teacher educators and researchers new insights into theory-practice complexities in ECTE practicums and argues for a more democratic enactment of practicum models.

摘要

本研究对作为幼儿教师教育 (ECTE) 研究关键要素的实习进行了当代概述。基于半系统的文献综述，本研究询问什么样的研究为实习提供信息以及如何提供信息。搜索确定了同行评审期刊中的 81 篇文章，这些文章根据重点、开展研究的国家、方法、参与者和结果进行分类和主题分析。出现了四个主要主题：学生教师的地位、称职和道德监督、教师教育者作为实习设计师以及集体空间的建设以帮助实习学习和教学。对研究实践的回顾揭示了进行更多科学研究的国家的主导地位，并呼吁提供更多的奖学金来探索校长和儿童的观点。这篇综述为教师教育者和研究人员提供了对 ECTE 实践中理论实践复杂性的新见解，并主张以更民主的方式制定实践模型。