Universal Journal of Educational Research Vol. 7(3A), pp. 22 - 30
DOI: 10.13189/ujer.2019.071303
Reprint (PDF) (262Kb)


Kindergarten Teacher Students’ Experiences of Value Conflicts in Kindergartens as Educational Institutions


Helene Torsteinson *
Western Norway University of Applied Sciences, Bergen, Norway

ABSTRACT

According to the national guidelines for kindergarten teacher education in Norway, university campus-based teaching and practical training in in-service kindergartens are two mutually complementary learning arenas that facilitate student professional learning and development. This paper “gives voice” to first-year students regarding their experiences of practical training in kindergartens. The students’ stories focus on conflicts between their own values and those presented during campus-based teaching as they experienced them in in-service kindergartens. This paper discusses how these can be handled at the institution levels of the campus and in-service kindergartens that are responsible for students’ professional and personal growth.

KEYWORDS
Kindergarten, Teacher Education, Value Conflicts, Students' Experiences

Cite This Paper in IEEE or APA Citation Styles
(a). IEEE Format:
[1] Helene Torsteinson , "Kindergarten Teacher Students’ Experiences of Value Conflicts in Kindergartens as Educational Institutions," Universal Journal of Educational Research, Vol. 7, No. 3A, pp. 22 - 30, 2019. DOI: 10.13189/ujer.2019.071303.

(b). APA Format:
Helene Torsteinson (2019). Kindergarten Teacher Students’ Experiences of Value Conflicts in Kindergartens as Educational Institutions. Universal Journal of Educational Research, 7(3A), 22 - 30. DOI: 10.13189/ujer.2019.071303.