NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1084806
Record Type: Journal
Publication Date: 2015
Pages: 17
Abstractor: As Provided
Reference Count: 39
ISSN: ISSN-0957-5146
Meeting in the Circle: Examining Identity, Attitudes, and Pedagogy in the Context of an Early Childhood Teacher Education Program in the United States
DeVore, Simone; Fox, Robin; Heimer, Lucy; Winchell, Brooke
Early Years: An International Journal of Research and Development, v35 n4 p394-410 2015
As a team of teacher educators at a university in the United States, we engage in participatory action research to reflect on how reflective tools which we design engage teacher candidates (TCs) in their reflecting on teaching. In this paper, we describe how we invite TCs to write in-class reflections, respond to self-assessment probes, and practice problem-solving processes. We critically analyze our approaches and identify further intentional approaches to promote university students' understandings of (1) links between the self and working with children and families and (2) connections between attitudes and pedagogy towards social justice and inclusion. We conclude that we must continue to explore how the teaching practices we use affect students' understandings of social justice in education. Doing so demands our focus on examining attitudes through self-reflection among and between faculty and university students so that identity, relationships, attitudes, inclusion, and social justice are prioritized as pillars of curriculum in early childhood education at all levels of schooling.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Wisconsin