Peer reviewedERIC Number: EJ554355
Record Type: Journal
Publication Date: 1997
Pages: N/A
Abstractor: N/A
ISBN: N/A
ISSN: ISSN-0885-2006
EISSN: N/A
Student Teachers' Beliefs about Developmentally Appropriate Practice: Pattern, Stability, and the Influence of Locus of Control.
Smith, Kenneth E.
Early Childhood Research Quarterly, v12 n2 p221-43 1997
Investigated student teacher beliefs about developmentally appropriate practice in relation to socialization influences. Findings include early childhood student teachers endorsed developmentally-based practices more than did elementary student teachers; strong preservice experience influenced beliefs; students maintained a continuity in beliefs across the student teaching experience; and student teacher beliefs become similar to those cooperating teachers. (Author/SD)
Descriptors: Cooperating Teachers, Developmental Programs, Developmentally Appropriate Practices, Early Childhood Education, Higher Education, Locus of Control, Peer Influence, Preservice Teacher Education, Socialization, Student Teacher Attitudes, Student Teacher Supervisors, Student Teachers, Student Teaching, Teaching Experience
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
