Search results for: Kroeger Janice
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This paper provides a rationale and description of a constructivist parent–teacher approach used to support preservice teachers’ understandings of relationships between home and school. Authors capture the process and actions between university course work and field experiences allowing preservice teachers to alter their subjectivities and actions in order to more closely tailor learning approaches to community contexts.
Updated: Nov. 17, 2011
The work of teacher candidates matters in particular ways to the quality of children's experiences and environments when they teach in preschools. Dialogues allowed mentors and candidates to reinterpret their images of children and in some cases renew instructional approaches and act against standardized forms of accountability, which limited curriculum and pedagogic choice.
Updated: Dec. 23, 2009