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    Why does it have to be so flashy? : student perspectives on academic tasks

    Dunham, Nicola

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    Why does it have to be so flashy_ Student perspectives on academic tasks.pdf (362.4Kb)
    Date
    2015
    Citation:
    Dunham, N. (2015). Why does it have to be so flashy? : student perspectives on academic tasks. US-China Education Review, 5(5), pp.1-19.
    Permanent link to Research Bank record:
    https://hdl.handle.net/10652/3205
    Abstract
    Student academic identity represents the willingness and commitment to engage with academic ways of knowing, being and doing and as such in an important aspect of becoming academically literate. This paper reports on findings associated with student engagement with academic tasks in the undertaking of a field-based programme of early childhood initial teacher education in Aotearoa New Zealand. Data was collected from students, Teacher Educators and Associate Teachers using qualitative tools including open-ended questionnaires, group and individual interviews. Participation was gathered from four tertiary providers of field-based early childhood initial teacher education within Aotearoa New Zealand. Additional contextual data being sought from the wider early childhood community in which field- based study was situated. Interpretation of the findings indicates that student academic identity is influenced by the nature of academic tasks and the associated experiences of dissonance as students move from the comfort zone of everyday ways of being knowing, and doing to those required of the academe. Relevance of academic tasks with future professional practice was also identified as significant to student engagement. The research findings reveal that attention to academic tasks within wider programme curriculum design in field- based programmes is significant in supporting students achieving successful academic outcomes.
    Keywords:
    student academic identity, discourse, Aotearoa, teacher education, early childhood teacher education, field-based initial teacher education (FBITE)
    ANZSRC Field of Research:
    130313 Teacher Education and Professional Development of Educators, 130102 Early Childhood Education (excl. Māori)
    Copyright Holder:
    David Publishing Company
    Available Online at:
    http://www.davidpublishing.com/journals_info.asp?jId=641
    Rights:
    This digital work is protected by copyright. It may be consulted by you, provided you comply with the provisions of the Act and the following conditions of use: Any use you make of these documents or images must be for research or private study purposes only, and you may not make them available to any other person. You will recognise the author's and publishers rights and give due acknowledgement where appropriate.
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