Making It Real: A Practice-Based Early Childhood Teacher Education Program

Autor/inn/en	Vartuli, Sue; Snider, Karrie; Holley, Maggie
Titel	Making It Real: A Practice-Based Early Childhood Teacher Education Program
Quelle	In: Early Childhood Education Journal, 44 (2016) 5, S.503-514 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-3301
DOI	10.1007/s10643-015-0733-2
Schlagwörter	Early Childhood Education; Teacher Education Programs; Knowledge Base for Teaching; Theory Practice Relationship; Praxis; Teaching Skills; Teaching Experience; Educational Practices; Teaching Methods; Preservice Teacher Education; Educational Strategies + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Teaching theory; Theory of teaching; Unterrichtstheorie; Theorie-Praxis-Beziehung; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Bildungspraxis; Teaching method; Lehrmethode; Unterrichtsmethode; Lehramtsstudiengang; Lehrerausbildung; Lehrstrategie
Abstract	In early childhood teacher education programs, the reality of educational systems must be understood and teacher candidates must be ready to deal with the current challenges schools face. The rationale and application of the principles of practice based teacher education are presented in this article. Practice-based teacher education programs offer experiences for candidates to begin to understand the complexities of teaching and integrate knowledge from learning and developmental theories into practice. Grossman et al. ("Teach Teach Theor Pract" 15(2):273-289, 2009) identify three key concepts in how teaching candidates understand the complex practice of teaching: representations of practice, decomposition of practice, and approximations of practice. In this practice-based teacher education program, the epistemic practices are experienced in conjunction with one another, allowing candidates to explore and question a particular phenomenon about teaching or learning (focused inquiry), observe the teaching or learning about the phenomenon (directed observation), participate in planning and enacting teaching (guided practice), deconstruct experiences and create meaning (focused inquiry) followed by directed observation and/or opportunities to reenact (Hollins in "J Teach Educ" 62(4):395-407, 2011). High leverage practices were focused on through the Classroom Assessment Scoring System (CLASS, Pianta et al. in "Classroom assessment scoring system manual Pre-K." Brookes Publishing Co., Baltimore, 2008a). Benefits and drawbacks of a practice-based program are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01