ERIC Number: ED470904
Record Type: Non-Journal
Publication Date: 2000-Nov
Reference Count: N/A
Learning through Projects in Early Childhood Teacher Education.
Research suggests that project learning has great potential to foster a comprehensive knowledge base for teachers. This paper describes the rationale for weaving project learning into early childhood teacher education programs and describes how teacher educators can effectively implement the strategy in their curriculum. Included is a discussion of how projects support brain-based learning research and how projects support specific learning goals in early childhood teacher education. These include specific knowledge, skills, dispositions, and feelings that are cultivated and supported by this approach. The paper offers suggestions, with examples, for using projects throughout the teacher education program. Suggestions include introductory course experiences that students may have prior to selecting teaching as a major and advanced experiences students could have once they have made a commitment to early childhood teacher education. The paper describes a specific design for implementing projects in any early childhood teacher education classroom, such as providing initial orientation, brainstorming, investigating the topic, developing the final products, and evaluating students. (Contains 16 references and 4 tables.) (Author/HTH)
Descriptors: Classroom Techniques, College Curriculum, Documentation, Educational Objectives, Higher Education, Preschool Teachers, Preservice Teachers, Student Evaluation, Teacher Education Programs, Teaching Methods
For full text: http://ericeece.org/pubs/books/katzsym/dejong.pdf.
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A