| This study was designed to investigate what occurs in student teaching during a distinctive field placement experience---in an infant inclusive multi-age childcare---setting from the perspectives of the early childhood education (henceforth, ECE) students themselves. It revealed specific details of what ten ECE student teachers experienced during their placement experiences, rather than presenting data collected prior to and after placement experiences. It portrayed the placement experience as it appeared to the ECE students rather than from the judgements of outsiders. This study provided insight into the uniqueness of the "participants", the complexity of the "process" and the significance of the "contexts" of placement experiences (Guyton & McIntyre, 1990, p. 524). Most importantly, it brought into focus how the tensions between "voice" and silence affected every aspect of the students learning. Helping students to profess what they held to be beneficial and effective on behalf of the children was deemed to be one of the most important tasks for teacher educators. The most critical task students faced during this placement was discovering themselves in the present moment, and creating the selves they would bring to the work they would do to affect the lives of children and families.; Finally it was discovered that each student had his or her own inner reasons for deciding to provide education and care for young children, and these reasons were the central meaning they gave to their lives affected every aspect of their learning during the placement experience. |
