Search results for: Hedges Helen
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In this study, the author examined the professional knowledge that teachers use in order to assess and respond meaningfully to children’s interests. The findings revealed that personal and idiosyncratic nature of teachers’ knowledge gained in family, center and community contexts. The author argues that the personal, informal knowledge became infused with professional knowledge that influenced teacher curriculum decision-making and pedagogical practices. This informal knowledge can be described as an analytical framework of funds of knowledge. The teachers use the funds of knowledge in their interactions with children in complex and connected ways.
Updated: May. 23, 2018
'I Understood the Complexity within Diversity': Preparation for Partnership with Families in Early Childhood Settings
The current article reports on the experiences of student teachers who undertook a community placement in order to interact with children and families outside their normal range of teaching practice experience. The article argues that the change in placement setting prompted student reflection in relation to these themes and shifts in beliefs, towards more authentic and complex understandings of partnership.
Updated: Mar. 22, 2011