ABSTRACT
In this paper, an early childhood teacher educator and researcher describes the experience of facilitating and enacting a practice-focused course design for preservice early childhood teachers. The course utilized video analysis, practice records, rehearsal pedagogies and a focus on teacher-child interactions. The author reflects on the structure and facilitation used to help preservice teachers in engaging with these course elements. The facilitation processes employed around the practice-focused teaching-learning activities helped the PSTs engage with representations, decomposition, and approximations of practice to learn about effective teacher-child interactions, a core practice in early childhood education. Implications for early childhood teacher education are discussed.
Disclosure statement
No potential conflict of interest was reported by the author.
Notes
1. *Pseudonym.
2. *Pseudonym.