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DOI

10.14221/ajte.2012v37n1.3

Abstract

In response to the increased demand for qualified early childhood educators in Queensland, many universities are being challenged to tailor make programs and identify innovative practices that support individuals interested in pursuing such a teaching qualification. Although research indicates that beliefs and perceptions are an important influence on pre-service teacher success in teacher education programs as well as in the workforce, little is known, however, about those of students as they enter early childhood education programs. This study focuses on the beliefs and perceptions that students bring to a Graduate Diploma in Early Childhood Education (GDipECE) being offered at Griffith University in Queensland, Australia. This snapshot provides key messages for teacher educators interested in improving the quality of teaching and learning.

Link to publisher version (DOI)

10.14221/ajte.2012v37n1.3