Literaturnachweis - Detailanzeige
| Autor/inn/en | Hyun, Eunsook; Smrekar, Jocelynn; DiPento, Saundra; Matthews, Celeste |
|---|---|
| Titel | Fourth-Year Theory, Research and Practice: Developmentally and Culturally Appropriate Practice (DCAP) through Field-Based Teacher Preparation. A Brief Report. |
| Quelle | (1999), (15 Seiten)
PDF als Volltext kostenfreie Datei |
| Beigaben | Tabellen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Tagungsbericht; College Students; Culturally Relevant Education; Developmentally Appropriate Practices; Early Childhood Education; Higher Education; Models; Preservice Teachers; Teacher Education; Teacher Education Programs; World Wide Web |
| Abstract | Universities in Florida, Oklahoma, Pennsylvania, and Minnesota have been collaborating in an effort to implement a pedagogical model for early childhood teacher education that helps prospective teachers identify their own cultural and ethnic backgrounds and to understand cultural diversity while helping them learn to be sensitive to the cultural backgrounds and characteristics of the young children they will teach. This study focused on how prospective teachers infuse the notion of developmentally and culturally appropriate practice (DCAP) into their field-based preparation and is based on an interactive virtual discussion conducted through a Web site and WebBoard interaction. Participating in the virtual discussion were 64 prospective early childhood education teachers from five universities in four states. Their discussion was monitored, collected, and analyzed using data reduction, unit analysis, pattern coding, and memoing. Findings indicated that prospective teachers defined DCAP as a philosophy of teaching that makes teachers aware of cultural differences in child development and learning, requires teachers' adjustment to fit children's needs, and makes everyone realize that learning never ends. The prospective teachers saw that the conceptual understanding of DCAP guides teachers to reach all learners and frequently specified limited English-speaking children and children with special needs. They often noted that due to large group classes or state mandates, a teacher-driven curriculum is necessary and DCAP difficult to implement. The prospective teachers also constructed a self-image of a socially proactive teacher as a needed DCAP teacher quality. (Contains 30 references.) (KB) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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