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As an ethnographic study situated within teacher education practice, this thesis is structured around 'three pedagogical moments' in the studies of society and environment units within a Bachelor of Education degree. This study links classroom teaching and observation illuminated through naturalistic enquiry with student surveys and interviews and locational analysis using a multi-method approach to research. The hidden and explicit curriculum and pedagogies of fieldwork are investigated as these are implemented in early childhood and primary education - and more particularly, in the teaching of Studies of Society and Environment (SOSE), as a specific site of knowledge construction in teacher education. Accordingly, the study is located within recent debates surrounding the nature of geographic knowledge and understandings of place and space as partial and socially constructed. It also draws on recent critiques of fieldwork in early childhood and primary education and more specifically, in geography. Integral to this discussion are understandings of place and space as triggers to childhood learning and emerging identity. Reference to paintings by Jeffrey Smart - as an illustrative and visual device -helps to locate the study's central themes, and the visual and emotional as well as rational and cultural dimensions of student teacher choices. Key themes identified through a constructivist approach to grounded theory are used as the basis of analysis of interview responses and the generation of theory. By beginning a critical pedagogy of space with the 'mattering maps' and 'cartographies of taste' of teacher education students, the study articulates the many discourses brought to the selection of sites for Studies of Society and Environment and contributes to the dialogic process of learning to teach.

It is now twenty years since the Federal Government mandated the transfer of nurse education to the tertiary sector. The conflict surrounding the issue of educational preparation for entry to professional nursing practice remains, supported by the oft-repeated comment that "graduates should hit the ground running". Student nurses/graduates are key stakeholders in nursing education and their perceptions are a valuable source of information as they experience the Bachelor of Nursing Program. To contribute to the body of knowledge, this evaluative study focused on the perceptions of students/graduates in relation to their preparation for beginning professional practice. Illuminative evaluation, supported by a qualitative interpretive approach, constructivist learning theory and a quantitative approach, was used to help understand and describe how students/graduates constructed ideas about their preparation for beginning professional practice. Data were collected from the participants in two stages, before and after the completion of the Bachelor of Nursing program, using questionnaires, open-ended questions, documentary information, reflective writings and semi-structured interviews. The participants for both Stages were drawn from the same student cohort. Following thematic analysis of the data it emerged that ninety-nine percent of the participants believed they were adequately prepared for beginning professional practice at an advanced beginner level. The study highlights that context is an important factor in relation to learning and that the theory/practice gap is a natural phenomenon in the learning process. Students experience difficulty in transferring knowledge and skills from one context to another. Also, a real tension exists between preparing a well educated nurse and preparing a practitioner who, on graduation, will not be fully prepared to deal with all the complexities and diversities of the nursing practice setting. Nurse clinicians, administrators and academics have a responsibility to ensure beginning practitioners are prepared for beginning professional practice at an advanced beginning level.

Diss. Linköping : Univ.

Thesis (MHSc--Health Science) -- AUT University, 2007. / Includes bibliographical references. Also held in print (x, 132 leaves : ill. ; 30 cm.) in the Archive at the City Campus (T 610.6950993 MPO)

Thesis (MHSc--Health Science) -- Auckland University of Technology, 2003. / Also held in print (142 leaves, 30 cm.) in Akoranga Theses Collection. (T 610.69520993 HAW)

Thesis (Ph. D.)--Columbia University, 1927. / Vita. Published also as Teachers college, Columbia university, Contributions to education, no. 267. "Selected annotated bibliography": p. 103-108.

Thesis--University of Florida. / Description based on print version record. Typescript. Vita. Includes bibliographical references (leaves 88-97).

Thesis (Ph. D.)--Columbia University, 1931. / Vita. "Selected bibliography": p. 74-79.

Thesis (M. Soc. Sc.)--University of Hong Kong, 2000. / Includes bibliographical references (leaves 49-51).