Connecting "Snippets of Knowledge": Teachers' Understandings of the Concept of Working Theories

Autor/in	Hedges, Helen
Titel	Connecting "Snippets of Knowledge": Teachers' Understandings of the Concept of Working Theories
Quelle	In: Early Years: An International Journal of Research and Development, 31 (2011) 3, S.271-284 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-5146
Schlagwörter	Foreign Countries; Intuition; Teaching Methods; Sociocultural Patterns; Teacher Characteristics; Early Childhood Education; Curriculum; Qualitative Research; Interviews; Theory Practice Relationship; Teaching Conditions; Educational Principles; Theories; Knowledge Base for Teaching; Concept Formation; Learning Processes; Outcomes of Education; Preschool Teachers; New Zealand + Suchen Sie Ihr Suchwort? Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Soziokulturelle Theorie; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Curricula; Lehrplan; Rahmenplan; Qualitative Forschung; Interviewing; Interviewtechnik; Theorie-Praxis-Beziehung; Lehrbedingungen; Unterrichtsbedingungen; Bildungsprinzip; Theory; Theorie; Teaching theory; Theory of teaching; Unterrichtstheorie; Concept learning; Begriffsbildung; Learning process; Lernprozess; Lernleistung; Schulerfolg; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Neuseeland
Abstract	New Zealand's early childhood curriculum, "Te Whariki", has two learning outcomes, dispositions and working theories. While a sociocultural perspective of dispositions has received significant attention in research and teaching, "working theories" as a concept has remained somewhat nebulous. This paper describes ways teachers in two settings interpreted this construct during a qualitative study designed to explore teachers' understandings of working theories. During group interviews, teachers initially demonstrated intuitive knowledge of the concept as children's snippets of knowledge and children making connections between different information, experiences and concepts. As a result of the increased focus on the concept stimulated by the research, some teachers' pedagogic practices shifted in richness and depth. However, the realities of daily teaching practices thwarted theoretical understandings from developing within the timeframe of the project and remain a work-in-progress in collaborative attempts to merge theory and practice. Implications for teacher knowledge, learning and policy are offered. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10