Making Sense of Instruction within the Changed Kindergarten: Perspectives from Preservice Early Childhood Educators and Teacher Educators

Autor/inn/en	Brown, Christopher P.; Ku, Da Hei; Barry, David P.
Titel	Making Sense of Instruction within the Changed Kindergarten: Perspectives from Preservice Early Childhood Educators and Teacher Educators
Quelle	In: Journal of Early Childhood Teacher Education, 42 (2021) 1, S.20-52 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Brown, Christopher P.) ORCID (Ku, Da Hei) ORCID (Barry, David P.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1090-1027
DOI	10.1080/10901027.2020.1726532
Schlagwörter	Preservice Teachers; Kindergarten; Early Childhood Teachers; Teacher Educators; Attitudes; Teaching Methods; Educational Change; Educational Practices; Teacher Education Programs; Early Childhood Education; Developmentally Appropriate Practices; Educational Legislation; Federal Legislation; Texas; West Virginia + Suchen Sie Ihr Suchwort? Early childhood; Early childhood education; Teacher; Teachers; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Attitude; Einstellung; Verhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsreform; Bildungspraxis; Entwicklungsbezogene Bildung; Bildungsrecht; Schulgesetz; Bundesrecht
Abstract	Many within early childhood and early childhood teacher education are concerned about the changed kindergarten. At the same time, students entering early childhood teacher education programs were educated in these changed schooling systems that emphasize standards and accountability, which can impact the ways in which they make sense of teaching children. Thus, there appears to be a need to better understand how early childhood teacher educators and teacher candidates are making sense of the various types of learning experiences children are and should be having in kindergarten and what this means for the early childhood teacher education process. In this article, we begin to address this issue by sharing findings from a study of how samples of teacher educators and early childhood teacher candidates in Texas and West Virginia made sense of the instructional practices taking place in the changed kindergarten and whether they felt they were appropriate for kindergartners. Such findings bring to light the similarities and differences in their sensemaking and offers the chance to consider strategies to facilitate further cooperation between them so that they can work together to ensure all children engage in high-quality learning experiences that prepare them for success in and out of school. (As Provided).
Anmerkungen	Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01