ERIC Number: ED390569
Record Type: RIE
Publication Date: 1995-May
Reference Count: N/A
Phenomena of Early Childhood Preservice Teachers' Sense Making of Developmentally and Culturally Appropriate Practice (DCAP).
Using a qualitative, phenomenological approach with the researcher as participant observer and interviewer, this study sought to understand how preservice early childhood teachers construct meaning for Developmentally and Culturally Appropriate Practice (DCAP). Subjects were preservice teachers enrolled in an undergraduate course on the clinical applications of early childhood education at Pennsylvania State University. Data were collected through a variety of methods such as: (1) classroom activities designed to tap into subjects' self-awareness; (2) observations of student discussions; (3) audiotapes of course discussions; (4) students' mid-term and final self-evaluations; (5) lesson plans created by students; and (6) student journal entries. Data analysis is still in progress, but preliminary findings include the following: (1) autobiographical self-assessment helped students develop their perspective-taking abilities; (2) this self-assessment also helped student realize how limited a teacher's cultural paradigms might be; (3) this realization suggested that teacher preparation programs can provide multicultural learning experiences; and (4) preservice teachers' understandings of developmentally and culturally appropriate practice are based on the previous early childhood education courses they have taken. (Contains 44 references.) (JW)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers: Preservice Teachers
Note: Paper presented at the Meeting of the New England Educational Research Organization (Portsmouth, NH, May 1995).