The Capability Approach and Early Childhood Education Curricula: An Investigation into Teachers' Beliefs and Practices. Arbeit, Bildung & Gesellschaft/Labour, Education & Society. Volume 35

Autor/in	Potsi, Autoanneta
Titel	The Capability Approach and Early Childhood Education Curricula: An Investigation into Teachers' Beliefs and Practices. Arbeit, Bildung & Gesellschaft/Labour, Education & Society. Volume 35
Quelle	(2016), (198 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-3-653-96344-1
DOI	10.3726/978-3-653-05855-0
Schlagwörter	Foreign Countries; Early Childhood Education; Ability; Curriculum Design; Curriculum Development; Theory Practice Relationship; Teacher Attitudes; Beliefs; Questionnaires; Educational Practices; Preservice Teachers; Teacher Qualifications; Gender Issues; Educational Research; Research Problems; Research Methodology; Educational Objectives; Pilot Projects; Data Collection; Psychometrics; Reliability; Content Validity; Construct Validity; Correlation; Regression (Statistics); Greece + Suchen Sie Ihr Suchwort? Ausland; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Fähigkeit; Fertigkeit; Lehrplangestaltung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Theorie-Praxis-Beziehung; Lehrerverhalten; Belief; Glaube; Fragebogen; Bildungspraxis; Lehrqualifikation; Geschlechterfrage; Bildungsforschung; Pädagogische Forschung; Forschungskritik; Research method; Forschungsmethode; Educational objective; Bildungsziel; Erziehungsziel; Pilot project; Modellversuch; Pilotprojekt; Data capture; Datensammlung; Psychometry; Psychometrie; Reliabilität; Korrelation; Regression; Regressionsanalyse; Griechenland
Abstract	This book explores the Capability Approach (CA) as an alternative critical lens through which to regard early childhood education (ECE) curricula. The CA framework is a counter narrative to the narrow instrumentalism that reduces education to a mere process of academic skills acquisition for a future workplace. Primarily the book draws on the example of the Greek case. Criticizing the "bit role" that the front-line implementers play in the curriculum design and planning procedure it argues that efficient curriculum development can only occur when a zymosis between the pedagogues' beliefs, practical experience, and theoretical knowledge is accomplished. Evidence shows that beliefs define the educators' practices into the pedagogical context. The issues discussed are unlikely to be confined to this country alone and will have resonances on other contexts. A questionnaire in Greek and English is appended. (As Provided).
Anmerkungen	Peter Lang Publishing Group. 29 Broadway 18th Floor, New York, NY 10006. Tel: 212-647-7706; Fax: 212-647-7707; e-mail: customerservice@plang.com; Web site: http://www.peterlang.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01