Meaning making through the practices of connectedness: an initiative to address retention and foster a learning community

Paper

Noble, Karen and Holzheimer, Leisa. 2007. "Meaning making through the practices of connectedness: an initiative to address retention and foster a learning community." Fogarty, Roderick (ed.) 3rd International Conference on Pedagogies and Learning. Brisbane, Australia 26 - 28 Sep 2007 Toowoomba, Australia.
Paper/Presentation Title

Meaning making through the practices of connectedness: an initiative to address retention and foster a learning community

Presentation TypePaper
AuthorsNoble, Karen (Author) and Holzheimer, Leisa (Author)
EditorsFogarty, Roderick
Journal or Proceedings TitleProceedings of the 3rd International Conference on Pedagogies and Learning
Number of Pages23
Year2007
Place of PublicationToowoomba, Australia
ISBN9780975143131
Conference/Event3rd International Conference on Pedagogies and Learning
Event Details
3rd International Conference on Pedagogies and Learning
Event Date
26 to end of 28 Sep 2007
Event Location
Brisbane, Australia
Abstract

Entry into university has traditionally been associated with special expectations and excitement, as well as varying degrees of tension and anxiety. In terms of developing as early childhood professionals, possessing the skills, knowledge and ability to work effectively with children and their families has never been easy. Smooth and successful transition to university requires attention to several related elements, including student readiness, social support systems and involvement in a program of strengths-based learning contexts. Our study aims at a re-conceptualisation of pedagogical support for
students coping with 'transitions' in an undergraduate early childhood program. In the development of the connected curriculum a problem based learning (PBL) approach has been employed. The principal idea behind PBL is that learning should be based on carefully designed problems that demands that the student develops critical knowledge, problem solving proficiency, self-directed learning strategies, and team participation skills (Barrows & Tamblyn, 1980; Woods, 1994). Indeed, since first introduced by Barrows and Tamblyn during the 1980's, PBL has been used in a range of discipline areas to support pre-service students in the acquisition of skills and content knowledge relevant to their disciplines. This paper explores the perceptions early childhood and primary pre-service teachers held regarding their participation in a unit of study structured around the use of PBL. The paper examines the frustrations pre-service teachers experienced within the PBL as well as the perceived benefits regarding their participation in the connected curriculum in their first year of study.

Keywordsstudent retention, community of practice, connected curriculum, problem-based learning
ANZSRC Field of Research 2020390203. Sociology of education
390303. Higher education
390102. Curriculum and pedagogy theory and development
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Byline AffiliationsFaculty of Education
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