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ERIC Number: ED470884
Record Type: RIE
Publication Date: 2000-Nov
Pages: 10
Abstractor: N/A
Preservice Teachers' Beliefs about Primary Classroom Practice: Similarities and Differences between Early Childhood and Elementary Prepared Students.
File, Nancy; Gullo, Dominic F.
Two different professional preparation paths lead to teaching positions in the primary grades, resulting in conflicting paradigms. In early childhood education (ECED), child development theory traditionally serves as the context for decision making regarding instructional strategies and curriculum content. In contrast, elementary education (ELED) historically focuses on prescribed grade-related student outcomes as the context for curriculum and instruction. A study was conducted to examine the beliefs of 119 preservice teachers who were either at the beginning or end of their teacher preparation programs in ECED or ELED. Participants completed a survey that assessed their beliefs about curriculum content, teaching strategies, guidance/discipline, classroom activities, and assessment. Responses indicated that ECED students favored classroom practices that were more consistent with the National Association for the Education of Young Children guidelines for practice than did ELED students. The ECED students, at the end of their program, favored more child-directed curriculum and less frequent use of teacher-directed activities than did students at the beginning of their program. The ELED students, at the end of their program, favored more behavioral classroom management strategies and less frequent use of child-directed activities than did beginning students. (Contains 17 references.) (Author/HTH)
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Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: In: Issues in Early Childhood Education: Curriculum, Teacher Education, & Dissemination of Information. Proceedings of the Lilian Katz Symposium (Champaign, IL, November 5-7, 2000); see PS 030 740.