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dc.contributor.authorDunham, Nicola
dc.date.accessioned2016-02-29T21:46:14Z
dc.date.available2016-02-29T21:46:14Z
dc.date.issued2015
dc.identifier.issn2161-623X
dc.identifier.urihttps://hdl.handle.net/10652/3205
dc.description.abstractStudent 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.en_NZ
dc.language.isoenen_NZ
dc.publisherDavid Publishing Companyen_NZ
dc.relation.urihttp://www.davidpublishing.com/journals_info.asp?jId=641en_NZ
dc.subjectstudent academic identityen_NZ
dc.subjectdiscourseen_NZ
dc.subjectAotearoa / New Zealanden_NZ
dc.subjectteacher educationen_NZ
dc.subjectearly childhood teacher educationen_NZ
dc.subjectfield-based initial teacher education (FBITE)en_NZ
dc.titleWhy does it have to be so flashy? : student perspectives on academic tasksen_NZ
dc.typeJournal Articleen_NZ
dc.rights.holderDavid Publishing Companyen_NZ
dc.subject.marsden130313 Teacher Education and Professional Development of Educatorsen_NZ
dc.subject.marsden130102 Early Childhood Education (excl. Māori)en_NZ
dc.identifier.bibliographicCitationDunham, N. (2015). Why does it have to be so flashy? : student perspectives on academic tasks. US-China Education Review, 5(5), pp.1-19.en_NZ
unitec.institutionUnitec Institute of Technologyen_NZ
unitec.publication.spage1en_NZ
unitec.publication.lpage19en_NZ
unitec.publication.volume5(5)en_NZ
unitec.publication.titleUS-China Education Reviewen_NZ
unitec.peerreviewedyesen_NZ
unitec.identifier.roms57880en_NZ


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