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ERIC Number: EJ1139403
Record Type: Journal
Publication Date: 2017-Apr
Pages: 17
Abstractor: As Provided
Reference Count: 35
ISBN: N/A
ISSN: ISSN-0020-7187
Early Childhood Teachers' Pedagogical Reasoning about How Children Learn during Language and Literacy Instruction
Schachter, Rachel E.
International Journal of Early Childhood, v49 n1 p95-111 Apr 2017
The knowledge that teachers hold about children's learning is important to teachers' practice. Few studies have examined how early childhood teachers use such knowledge during moment-to-moment instruction for language and literacy learning. This study employed a phenomenological approach to understand the knowledge that eight early childhood teachers used to inform their pedagogical reasoning during language and literacy activities. Stimulated recall interviews about practice were conducted with the prekindergarten teachers. Results indicated that the teachers used multiple sources of knowledge to inform their pedagogical reasoning that included: conceptions about how children learn; knowledge about specific children and the learning goals for these children; factors related to the school context; and ideas about themselves as teachers. The analyses revealed that the teachers' various sources of knowledge functioned together to influence their enacted practice. Implications for professional learning and policy are discussed.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R305B12008