Source: Journal of Early Childhood Teacher Education, Volume 31, Issue 3, 2010, P. 232 - 248.
The purpose of this study was to determine, through qualitative teacher research, how the teacher preparation program can better prepare preservice teachers to develop, make, and implement instructional decisions appropriately and intentionally.
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 authors explore the emerging themes of intentionality in curriculum planning and uses of assessment.
The impact of the authors' teacher preparation program on these themes is outlined in the discussion as a way to help the authors understand their initial findings.