Show simple item record  

dc.contributor.authorDaly, Nicolaen_NZ
dc.contributor.authorBlakeney-Williams, Merilynen_NZ
dc.date.accessioned2021-03-10T22:27:50Z
dc.date.available2021-03-10T22:27:50Z
dc.date.issued2015en_NZ
dc.identifier.citationDaly, N., & Blakeney-Williams, M. (2015). Picturebooks in teacher education: Eight teacher educators share their practice. Australian Journal of Teacher Education, 40(3), 89–101.en
dc.identifier.issn0313-5373en_NZ
dc.identifier.urihttps://hdl.handle.net/10289/14172
dc.description.abstractThere is a great deal of contemporary research demonstrating the effective use of picturebooks in the classroom; however, there are few studies recording perceptions and use of picturebooks in Initial Teacher Education [ITE]. This study explores the reported use of picturebooks within a New Zealand university-based ITE degree programme. The data discussed in this article was collected using semi structured interviews with eight teacher educators from different learning areas of the New Zealand Curriculum. In order to unpack the power of using picturebooks as part of teacher preparation a discussion of why and how picturebooks are used by teacher educators is presented. These themes include modeling pedagogy for future teachers; dealing with negative attitudes to certain curriculum areas; plugging gaps in pre-service teacher knowledge among others.en_NZ
dc.format.mimetypeapplication/pdf
dc.language.isoenen_NZ
dc.publisherSocial Science Pressen_NZ
dc.rightsThis article is published in the Australian Journal of Teacher Education. Used with permission.
dc.titlePicturebooks in teacher education: Eight teacher educators share their practiceen_NZ
dc.typeJournal Article
dc.relation.isPartOfAustralian Journal of Teacher Educationen_NZ
pubs.begin-page89
pubs.elements-id119542
pubs.end-page101
pubs.issue3en_NZ
pubs.publisher-urlhttp://ro.ecu.edu.au/ajte/vol40/iss3/6/en_NZ
pubs.volume40en_NZ


Files in this item

This item appears in the following Collection(s)

Show simple item record