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Details van artikel 7 van 16 gevonden artikelen
| Titel: |
Implications for the study and development of inquiry among early childhood preservice teachers: A report from one study |
| Auteur: |
Moran, Mary Jane |
| Verschenen in: |
Journal of early childhood teacher education |
| Paginering: | Jaargang 23 (2002) nr. 1 pagina's 39-44 |
| Jaar: |
2002 |
| Inhoud: |
The purpose of this article is to highlight key findings from a study of 24 early childhood preservice teachers as they moved away from a reliance on traditional interpretations of child-centered curricula toward one of collaborative inquiry. Participants enrolled in a 15 week undergraduate teaching methods course were assigned to teaching teams to implement collaborative projects with the same group of 3-5-year-old children. The study utilized both quantitative and qualitative measures to assess conceptual level, changes in reflectivity, and inquiry-oriented teaching. Results suggest that the emergence of collaborative inquiry among preservice teachers is a dynamic and diverse process not readily assessed by static measures or discreet skills. Collaborative projects did provide a context for creating communities of learners within which time, space and opportunity to practice, reflect and use language and other tools contributed to young teachers' development of inquiry. |
| Uitgever: |
Taylor & Francis |
| Bronbestand: |
Elektronische Wetenschappelijke Tijdschriften |
Details van artikel 7 van 16 gevonden artikelen
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