ERIC Number: ED352182
Record Type: RIE
Publication Date: 1992-Nov
Reference Count: N/A
Making a Kindergarten Methods Course Make More Sense: A Teacher and Professor Team Up.
Lenn, Emily E.; Hatch, J. Amos
A professor from the University of Tennessee and a mathematics teacher who formerly taught kindergarten teamed up to plan and teach a kindergarten methods course for undergraduate elementary education majors. The course includes both practical and theoretical perspectives. Course readings consist of selections from textbooks and articles from professional journals. For each of the assigned journal articles, students are required to write a summary, a personal reaction, and a statement of implications for educators. Other assignments involve interacting with kindergarten children, developing a learning center, preparing a comprehensive thematic unit plan, and keeping a journal. Class activities include lectures; small group work; media presentations; presentations by guest speakers; demonstrations; and familiarization with materials used by kindergarten children that relate to science, mathematics, movement, and music. Evaluation of the students and instructors is an integral facet of the course. The course instructors seek to demonstrate the connections between university and school perspectives and to facilitate learning in both theoretical and practical dimensions. Student evaluations have revealed that students value the course's emphasis on a practical perspective, while their coursework suggests that students are successful in applying their theoretical understandings in practical ways. Another benefit of the course is improved cooperation between universities and schools. The two instructors feel professionally validated through their work together. (AC)
Descriptors: Assignments, Course Content, Course Descriptions, Course Objectives, Education Majors, Elementary School Teachers, Higher Education, Kindergarten, Methods Courses, Participant Satisfaction, Preservice Teacher Education, Primary Education, Professors, Relevance (Education), Teaching Methods, Team Teaching, Theory Practice Relationship, Undergraduate Study
Publication Type: Speeches/Meeting Papers; Reports - Descriptive
Education Level: N/A
Audience: Teachers; Practitioners
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the National Association for the Education of Young Children (New Orleans, LA, November 12-15, 1992).