在《不要说同性恋时代》中培养民主的幼儿教师:课程阅读是如何不足的

IF 0.9 Q3 EDUCATION & EDUCATIONAL RESEARCH
Patricia M. Cooper, Erin M. Casey
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引用次数: 0

摘要

摘要人的发展、社会基础和学科领域的专业文献课程是教师培训的主要工具,但尚未得到充分的研究。通过社会文化和儿童发展批判理论的重叠镜头,本研究采用描述性内容分析来探讨公共课程文本在培养幼儿教师作为民主教育实践者的预言身份方面的潜力。研究结果表明,NAEYC在反偏见教育方面的有影响力的文本,以及在儿童发展、儿童文学和社会研究方面的流行文本,都不足以实现完全包容课堂的民主目标。同性父母家庭的呈现是这个问题的一个范例。讨论了对教师教育的启示。关键词:民主;民主教育;幼儿教育;教师准备;反偏见;
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Preparing democratic early childhood teachers in Don’t Say Gay times: how course readings fall short
ABSTRACTProfessional literature in human development, social foundations, and academic subject area courses function as a major but understudied tool of teacher preparation programs. Through the overlapping lenses of sociocultural and critical theories of child development, this study employs descriptive content analysis to investigate the potential of common course texts to foster early childhood teachers’ proleptical identities as practitioners of democratic education. Findings suggest NAEYC’s influential texts on anti-bias education, as well as popular texts in child development, children’s literature, and social studies, insufficiently address the democratic goal of fully inclusive classrooms. The presentation of same-sex parent families serves as an exemplar of the problem. Implications for teacher education are discussed.KEYWORDS: democracydemocratic educationearly childhood educationteacher preparationanti-bias educationsocial studiessame-sex parent families Disclosure statementNo potential conflict of interest was reported by the authors.
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来源期刊
Journal of Early Childhood Teacher Education
Journal of Early Childhood Teacher Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.20
自引率
16.70%
发文量
27
期刊介绍: The Journal of Early Childhood Teacher Education, the official journal of the National Association of Early Childhood Teacher Educators, publishes original manuscripts, reviews, and information about association activities. Its purpose is to provide a forum for consideration of issues and for exchange of information and ideas about research and practice in early childhood teacher education. JECTE welcomes research reports, position papers, essays on current issues, reflective reports on innovative teacher education practices, letters to the editor and book reviews.
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