Search results for: Blank Jolyn
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In this article, the author situates contemporary issues in early childhood teacher education within the historical context of the kindergarten movement in the U.S. The author frames the discussion around two central questions that recur in contemporary pre-K expansion discourses: (a) What constitutes a qualified teacher?, and (b) What is high-quality early childhood teaching?
Updated: May. 09, 2012
The paper presents findings from a qualitative case study of a public Montessori magnet school in the United States. It focuses on two teachers' experiences, identifying how their teaching is situated in school scripts. Those teachers utilized contradicting school scripts for a variety of purposes and to incorporate diverse practices. The paper describes the teachers' experiences of and responses to contradicting scripts.
Updated: Mar. 26, 2009