Search results for: Chang-Kredl Sandra
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Identity Expectations in Early Childhood Teacher Education: Preservice Teachers' Memories of Prior Experiences and Reasons for Entry into the Profession
This article examines how prospective teachers link their memories of prior experiences to their reasons for entering the profession. Implications from the study's findings suggest that teacher educators : a) attend emotional nature of preservice teachers' memories; b) assist preservice teachers to articulate expectations in teaching; c) address the importance of the role model; and d) attend to the political nature of convictions.
Updated: Jun. 01, 2015