ERIC Number: ED420422
Record Type: RIE
Publication Date: 1998-Apr
Reference Count: N/A
Early Childhood Education Student Teachers' Pedagogical Perspectives: Rural Socialization and Professional Growth.
The literature on teaching does not include the perspectives of the student teacher in learning to teach, particularly in rural contexts. This study explored the development of two early childhood education student teachers' pedagogical perspectives, with respect to enactment of curriculum in two rural contexts. Two case studies illustrate the phenomenological experience and meaning-making of each student teacher. The case studies were compared and contrasted with aspects of rural socialization and seven theories of a teacher's personal growth. The study identified conventional wisdom, cultural myths, and beliefs about the context of student teaching. Two significant findings that emerged from the experiences were that the two student teachers: (1) tend to reflect "rural socialization" that contradicts their spoken progressive ideology; and (2) "professional growth" was limited due to energy spent decoding the perceived power of the classroom context which was more urgent than decoding the cultural context or needs of the children. The study method reflects the view that pedagogy is a way of being, rather than an assembly of technical products. The findings pose implications for both teacher education and future research. (JPB)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (San Diego, CA, April 13-17, 1998).