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dc.contributor.authorGarvis, Susieen_US
dc.contributor.authorFluckiger, Beven_US
dc.contributor.authorTwigg, Danielleen_US
dc.date.accessioned2017-04-24T12:40:53Z
dc.date.available2017-04-24T12:40:53Z
dc.date.issued2012en_US
dc.date.modified2012-09-10T23:17:20Z
dc.identifier.issn03135373en_US
dc.identifier.urihttp://hdl.handle.net/10072/46130
dc.description.abstractIn response to the increased demand for qualified early childhood educators in Queensland, many universities are being challenged to tailor make programs and identify innovative practices that support individuals interested in pursuing such a teaching qualification. Although research indicates that beliefs and perceptions are an important influence on pre-service teacher success in teacher education programs as well as in the workforce, little is known, however, about those of students as they enter early childhood education programs. This study focuses on the beliefs and perceptions that students bring to a Graduate Diploma in Early Childhood Education (GDipECE) being offered at Griffith University in Queensland, Australia. This snapshot provides key messages for teacher educators interested in improving the quality of teaching and learning.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_US
dc.format.extent360458 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglishen_US
dc.language.isoen_US
dc.publisherECUen_US
dc.publisher.placeAustraliaen_US
dc.publisher.urihttp://ro.ecu.edu.au/ajte/vol37/iss1/6/en_US
dc.relation.ispartofstudentpublicationNen_US
dc.relation.ispartofpagefrom93en_US
dc.relation.ispartofpageto105en_US
dc.relation.ispartofissue1, Article 6en_US
dc.relation.ispartofjournalAustralian Journal of Teacher Educationen_US
dc.relation.ispartofvolume37en_US
dc.rights.retentionYen_US
dc.subject.fieldofresearchEarly Childhood Education (excl. Maori)en_US
dc.subject.fieldofresearchcode130102en_US
dc.titleExploring the Beliefs of Commencing Early Childhood Education Graduate Students: Providing Insights to Improve Teacher Education Programsen_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
gro.facultyArts, Education & Law Group, School of Education and Professional Studiesen_US
gro.rights.copyrightCopyright remains with the authors 2012. The attached file is reproduced here in accordance with the copyright policy of the publisher. For information about this journal please refer to the journal’s website or contact the authors.en_US
gro.date.issued2012
gro.hasfulltextFull Text


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    Contains articles published by Griffith authors in scholarly journals.

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