Putting Theories into Action: A Case of Study of How Early Educators Made Sense of Teaching Lessons That Reflected Their Students' Sociocultural Worlds

Autor/inn/en	Brown, Christopher P.; Ku, Da Hei
Titel	Putting Theories into Action: A Case of Study of How Early Educators Made Sense of Teaching Lessons That Reflected Their Students' Sociocultural Worlds
Quelle	In: Journal of Early Childhood Teacher Education, 39 (2018) 4, S.382-405 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Brown, Christopher P.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1090-1027
DOI	10.1080/10901027.2017.1415239
Schlagwörter	Early Childhood Education; Preschool Teachers; Preservice Teachers; Consciousness Raising; Context Effect; Social Influences; Cultural Influences; Graduate Students; Culturally Relevant Education; Lesson Plans; Planning; Public School Teachers + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Bewusstseinsbildung; Sozialer Einfluss; Cultural influence; Kultureinfluss; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Lesson planning; Unterrichtsplanung; Ablaufplanung; Planungsprozess
Abstract	While many within early childhood and early childhood teacher education continue to call for early educators to engage in activities that attend to children's sociocultural worlds, practicing and preservice teachers often ignore such practices and make instructional decisions that address the issues of standardization and increased academic achievement. This has created a situation in which teacher educators need to assist practicing and preservice teachers with developing instructional responses that address demands of their local teaching context while taking into account issues that reflect children's sociocultural worlds. This article addresses this issue. It examines the findings from a qualitative case study that investigated how a sample of graduate students made sense of an assignment that asked them to research, develop, and implement learning activities with their students that reflected issues central to their lives in and/or outside their classrooms. Analyzing and interpreting these teachers' sensemaking illuminates possible practices that teacher educators can offer preservice and classroom teachers in formulating context-based instructional strategies that reflect their students' sociocultural worlds. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01