ERIC Number: ED470897
Record Type: Non-Journal
Publication Date: 2000-Nov
Reference Count: N/A
New Perspectives on Theory-to-Practice: Implications for Transforming Teacher Education and Child Outcomes.
Noting the importance of the relationship between theory and practice to the quality of early childhood education, this paper deals with two issues: (1) translating available empirical and theoretical knowledge into effective practice, and (2) what Lilian Katz's work, collectively, would then indicate for a model of teacher and caregiver preparation that would yield the best possible practitioners. The paper points out that to transform teacher preparation, certain streams of thought can be considered as a way to "reconceptualize" the theory-to-practice issue in a way that can serve to generate a conceptual schema for framing Lilian Katz's far-ranging work in early childhood education into a new, transformational model for teacher preparation. Among the notions to be considered are a reciprocal process for integrating theory and practice, the concept of the "mental model," hermeneutics in developmental work, and nonlinear dynamical systems theory. The paper then discusses the "Katzian Early Childhood Teacher Preparation System," including guiding principles, goals, curriculum, delivery, professional development, indirect practice, and faculty characteristics. (Author)
Descriptors: Early Childhood Education, Educational Change, Educational Objectives, Models, Professional Development, Teacher Education, Theory Practice Relationship
For full text: http://ericeece.org/pubs/books/katzsym/vanderven.pdf.
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A