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ERIC Number: EJ1170001
Record Type: Journal
Publication Date: 2018-Mar
Pages: 15
Abstractor: As Provided
ISSN: ISSN-0022-4871
Early Childhood Open-Mindedness: An Investigation into Preservice Teachers' Capacity to Address Controversial Issues
Bautista, Nazan; Misco, Thomas; Quaye, Stephen John
Journal of Teacher Education, v69 n2 p154-168 Mar 2018
We investigated the characteristics of early childhood education (ECE) preservice teachers (PSTs) who were identified as closed minded and their capacity to deal with controversial issues. We define open-mindedness as the willingness to consider experiences, beliefs, values, and perspectives that differ from one's own. First, we used quantitative surveys to identify PSTs with less open-minded thinking dispositions among those who responded (n = 84). Then, we selected and ultimately interviewed five participants who indicated that their religious views played a significant role in the way they developed their epistemological and ontological views. Interviews suggested that concepts of social justice and the common good were seen as inimical to their core religious beliefs. As such, some respondents avoided these ideas without sufficiently entertaining the complexity involved with their religious beliefs and democratic ideals. This study has numerous implications for the macrocurriculum of teacher education.
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Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A