Child Development Knowledge and Teacher Preparation: Confronting Assumptions.

Autor/in	Katz, Lilian G.
Titel	Child Development Knowledge and Teacher Preparation: Confronting Assumptions.
Quelle	(1994), (24 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Stellungnahme; Child Development; Cultural Influences; Developmental Stages; Early Childhood Education; Educational Attitudes; Knowledge Base for Teaching; Outcomes of Education; Parenting Styles; Teacher Education; Teacher Educators; Teaching Methods; Teaching Styles + Suchen Sie Ihr Suchwort? Kindesentwicklung; Cultural influence; Kultureinfluss; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Teaching theory; Theory of teaching; Unterrichtstheorie; Lernleistung; Schulerfolg; Lehrerausbildung; Lehrerbildung; Teacher education; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrstil; Unterrichtsstil
Abstract	This paper questions the widely held assumption that acquiring knowledge of child development is an essential part of teacher preparation and teaching competence, especially among teachers of young children. After discussing the influence of culture, parenting style, and teaching style on developmental expectations and outcomes, the paper asserts that conceptions of what is normal at any stage of development vary widely within and between cultures. The paper challenges the reliability and generalizability of any body of child development knowledge, arguing that even if teacher educators could agree that such knowledge is reliable and generalizable, it would be difficult for them to agree on what specific knowledge and principles should be incorporated into the teacher education curriculum. (Contains 16 references.) (MDM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01