Early Childhood Student Teachers’ Perceptions About Empowerment During Practicum Experiences

Abstract

The focus of this thesis is student-teacher empowerment during the early childhood practicum. Student-teacher perceptions of their experiences, including how their individual learning needs were met, how their voice was valued and heard, and their overall perceptions about empowerment during the early childhood practicum, within a New Zealand context are explored. Based within interpretative social science and critical pedagogy research paradigms, this investigation utilises a qualitative approach with the aim of understanding social reality of the practicum, as perceived by the student teachers. Four early childhood student teachers volunteered to contribute to the research. The main data collection method consisted of semistructured interviews prior to and following practicum to gather personal narratives. Studentteacher reflective journals on their practicum experiences added scope to the data and further insight into their own perceptions. The conclusion of this investigation indicates that for the participants their perceptions about empowerment during early childhood practicum experiences were mixed. Whilst the student teachers considered their learning needs on practicum were met overall, for two of the student teachers they employed self-empowerment strategies to a higher extent than what was expected. The findings also indicated that student voice was not heard or valued during staff planning meetings, and non-contact time for two of the teachers was not supported resulting in increased levels of stress and feeling disempowered.