期刊名称：Nordic Journal of Comparative and International Education
电子版ISSN：2535-4051
出版年度：2021
卷号：5
期号：1
页码：1-16
DOI：10.7577/njcie.3825
出版社：Oslo and Akershus University College of Applied Sciences
摘要：Few studies highlight the content of early childhood teacher education (ECTE) and examine the quality of knowledge acquired by future early childhood teachers. The current study concerns two questions. The first explores the goals of the national curricula in Danish and Norwegian ECTE concerning children’s language learning and early literacy. The second explores how satisfied Danish and Norwegian student teachers are with their own subjective learning outcomes related to the same themes. To answer the first question, data were collected through document analysis of the two countries’ national curricula. To answer the second question, data were collected through a survey handed out to student teachers in both countries at the end of their education. The survey contained questions about factual, procedural, and meta-knowledge areas. The survey participants comprised 199 Norwegian student teachers from three University Colleges and 90 Danish student teachers from three separate campuses at one University College. This study reveals that the Norwegian student teachers evaluated their subjective learning outcomes in the fields of language learning and early literacy more highly than Danish student teachers. Our research points to the fact that, compared to the Norwegian ECTE, the breadth of subjects in the Danish ECTE bachelor program tends to give lower subjective learning outcomes in these knowledge areas.
其他摘要：Few studies highlight the content of early childhood teacher education (ECTE) and examine the quality of knowledge acquired by future early childhood teachers. The current study concerns two questions. The first explores the goals of the national curricula in Danish and Norwegian ECTE concerning children’s language learning and early literacy. The second explores how satisfied Danish and Norwegian student teachers are with their own subjective learning outcomes related to the same themes. To answer the first question, data were collected through document analysis of the two countries’ national curricula. To answer the second question, data were collected through a survey handed out to student teachers in both countries at the end of their education. The survey contained questions about factual, procedural, and meta-knowledge areas. The survey participants comprised 199 Norwegian student teachers from three University Colleges and 90 Danish student teachers from three separate campuses at one University College. This study reveals that the Norwegian student teachers evaluated their subjective learning outcomes in the fields of language learning and early literacy more highly than Danish student teachers. Our research points to the fact that, compared to the Norwegian ECTE, the breadth of subjects in the Danish ECTE bachelor program tends to give lower subjective learning outcomes in these knowledge areas.
关键词：language learning; early literacy; factual; procedural and meta-knowledge
其他关键词：language learning;early literacy;factual;prcedural and meta-knowledge
