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ERIC Number: EJ893368
Record Type: Journal
Publication Date: 2010
Pages: 17
Abstractor: As Provided
Reference Count: 14
ISSN: ISSN-1090-1027
Early Childhood Preservice Teachers' Constructions of Becoming an Intentional Teacher
Mogharreban, Cathy C.; McIntyre, Christie; Raisor, Jill M.
Journal of Early Childhood Teacher Education, v31 n3 p232-248 2010
This teacher research study focuses on an initial cohort of early childhood preservice teachers who participated in a case study of teachers' constructions of becoming a teacher. The purpose was to determine, through qualitative teacher research, how our teacher preparation program can better prepare preservice teachers to develop, make, and implement instructional decisions appropriately and intentionally. The emerging themes of intentionality in curriculum planning and uses of assessment are explored in our findings. The impact of our teacher preparation program on these themes is outlined in the discussion as a way to help us understand our initial findings. The researchers' reflections and related program implications are discussed.
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; Higher Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A