The Practical Difficulties for Early Educators Who Tried to Address Children's Realities in Their High-Stakes Teaching Context

Autor/inn/en	Brown, Christopher P.; Weber, Natalie Babiak; Yoon, Yeojoo
Titel	The Practical Difficulties for Early Educators Who Tried to Address Children's Realities in Their High-Stakes Teaching Context
Quelle	In: Journal of Early Childhood Teacher Education, 36 (2015) 1, S.3-23 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1090-1027
DOI	10.1080/10901027.2014.996925
Schlagwörter	Early Childhood Education; Accountability; Professional Development; Preschool Teachers; Kindergarten; Teacher Attitudes; Teacher Role; Educational Change; Urban Education; Educational Practices; Resistance to Change; Qualitative Research; Interviews + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Verantwortung; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Lehrerverhalten; Lehrerrolle; Bildungsreform; Stadtteilbezogenes Lernen; Bildungspraxis; Qualitative Forschung; Interviewing; Interviewtechnik
Abstract	The field of publicly funded early childhood education continues to evolve into a discipline in which early educators are expected to teach a more culturally and linguistically diverse student population a standardized set of knowledge and skills so that they can meet policymakers' academic achievement requirements. This creates a range of challenges for early educators who strive to implement instructional practices that attend to children's developmental, individual, and sociocultural needs. The article addresses this issue through examining the implementation of a professional development course for prekindergarten and kindergarten teachers that asked them to reconceptualize their understandings of their role in the classroom. Examining how their practical conceptions were affected by their participation in this course revealed an eagerness to pursue lines of study with children that addressed issues central to children's lives. However, transforming this conceptual willingness into practices within their highly structured teaching context seemed to be a more difficult task. Interpreting these findings generates three central points that teacher educators, early educators, and preservice teachers might consider in developing the practical tools needed to prepare children to be successful in their high-stakes schooling environments and local communities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01