ERIC Number: EJ1176472
Record Type: Journal
Publication Date: 2018
Abstractor: As Provided
Negotiating Calendar Time: 'Best Practices' and Teacher Sense-Making in a Public Pre-Kindergarten Classroom
Delaney, Katherine K.
Journal of Early Childhood Teacher Education, v39 n2 p150-168 2018
Within the United States, publicly funded pre-Kindergarten (pre-K) is a borderland of teacher practice--somewhere between early childhood and Elementary approaches to pedagogy. For pre-K teachers, this can mean negotiating many different, and oft-competing conceptions of what curriculum and practice should look like in order to support the learning of four-year-olds. This paper explores the practice of calendar time and how one pre-K teacher, Wanda, identified and negotiated competing conceptions of calendar time as 'best practice' in her school, district and in a professional development program. The findings of this paper raise questions about how teacher educators and researchers should be supporting pre-K teacher practice and sense-making in the face of conflicting policies and expectations for pre-K.
Descriptors: Preschool Teachers, Best Practices, Preschool Education, Time, Faculty Development, Case Studies, Coding, Interviews, Observation, Documentation, Group Activities, Developmentally Appropriate Practices, Time Factors (Learning), Teaching Methods, Preschool Children
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Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: 1019431