Literaturnachweis - Detailanzeige
| Autor/inn/en | Graue, Elizabeth; Karabon, Anne; Delaney, Katherine Kresin; Whyte, Kristin; Kim, Jiwon; Wager, Anita |
|---|---|
| Titel | Imagining a Future in PreK: How Professional Identity Shapes Notions of Early Mathematics |
| Quelle | In: Anthropology & Education Quarterly, 46 (2015) 1, S.37-54 (18 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0161-7761 |
| DOI | 10.1111/aeq.12086 |
| Schlagwörter | Professional Identity; Mathematics Education; Preschool Education; Early Childhood Education; Early Experience; Preschool Teachers; Faculty Development; Developmentally Appropriate Practices; Pedagogical Content Knowledge; Play; Teaching Experience; Educational Practices; Praxis; Program Descriptions |
| Abstract | This article describes how early childhood teachers engaged in a public preK professional development program. We examine how developing teacher identities mediated engagement with the discourses of developmentally appropriate practice, early mathematics, and funds of knowledge and how they connected present practice to an imagined future. We found that helping them to connect practice experience and new mathematical content knowledge through play allowed them to envision a meaningful place for math with young children. (As Provided). |
| Anmerkungen | Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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