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ERIC Number: EJ836812
Record Type: Journal
Publication Date: 2009-Apr
Pages: 8
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-1082-3301
Helping Preservice Teachers Learn to Teach for Understanding in This Era of High-Stakes Early Education Reform
Brown, Christopher Pierce
Early Childhood Education Journal, v36 n5 p423-430 Apr 2009
As early childhood education becomes more regulated through a range of education reforms and mandates, early childhood teacher educators are seeking ways to prepare their preservice teachers to address these policy constraints through appropriate teaching practices that foster learning with understanding. Using the National Research Council's conception of learning as a framework for analysis, this article considers strategies to achieve this goal by first presenting findings from a case study that examined the training of a sample of preservice teachers who were both educated in high-stakes learning classrooms as well as taught to be early educators in these same environments. This article then uses these findings to the make case for practical and political approaches to teaching that can assist teacher educators in preparing their students for this regulated field of early education.
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 - Descriptive
Education Level: Early Childhood Education; Higher Education; Postsecondary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A