Browse > Article
http://dx.doi.org/10.14400/JDC.2017.15.6.107

Theories and Practices of Early Childhood Teachers: Bottom-up Perspectives  

Kim, Miai (Dept. of Early Childhood Education, Daegu Catholic University)
Publication Information
Journal of Digital Convergence / v.15, no.6, 2017 , pp. 107-119 More about this Journal
Abstract
This article explores early childhood teachers' practices from bottom-up perspectives on the relationship between theory and practice. Results of the review of literature are as follows: 1) From top-down perspectives early childhood teachers' practices and their classroom behaviors have been traditionally defined within the framework of theories of child development, the notion of developmentally appropriate practice, and designed program models; 2) From bottom-up perspectives researchers have a focus on how teachers' practices lead theories and how they construct the act of teaching through reflective thinking; 3) empirical research on preservice and inservice teachers demonstrates that preservice teachers develop their own theories of teaching from their previously held assumptions, gained knowledge from preparation programs, and their individual experiences. It also shows that inservice teachers construct teaching through their implicit knowledge and the use of strategies to negotiate problems. Implications for future studies on teachers's practices are discussed.
Keywords
Early Childhood Teachers; Theory and Practice; Beliefs; Teaching; Bottom-up Perspectives;
Citations & Related Records
Times Cited By KSCI : 1  (Citation Analysis)
연도 인용수 순위
1 A. Chafel, & S. Reifel, "Theory and practice in early childhood teaching: Themes and advances." Advances in Early Education and Day Care, Vol. 8, No. 263-294, 1996.
2 J. Nespor, "The role of beliefs in the practice of teaching." Curriculum Studies, Vol. 19, No. 4, pp. 317-328, 1987.   DOI
3 L. Williams, "Does practice lead theory? Teachers' constructions about teaching: Bottom-up perspectives." Advances in Early Education and Day Care, Vol. 8, pp. 153-184, 1996.
4 F. Shoonmaker & S. Ryan, "Does theory lead practice? Teachers' constructions about teaching: bottom-up perspectives." Advances in Early Education and Day Care, Vol. 8, pp. 117-151, 1996.
5 G. Morrison, Early childhood education today. New Jersey: Merrill, 2009.
6 K. Kwon, "A review of research of on early childhood teacher beliefs and practice." International Journal of Early Childhood Education, Vol. 16, No. 1, pp. 7-30, 2010.
7 L. Goldstein, "Beyond the DAP versus standards dilemma: Examining the unforgiving complexity of kindergarten teaching in the United States." Early Childhood Research Quarterly, Vol. 22, pp. 39-54, 2007.   DOI
8 R. Charlesworth, C. H. Hart, D. C. Burts, & S. Hernandez, "Kindergarten teachers beliefs and practices." Early Child Development and Care, Vol. 70, pp. 17-35, 1991.   DOI
9 R. Charlesworth, C. H. Hart, D. C. Burts, R. H. Thomasson, J. Mosley, & P. O. Fleege, "Measuring the developmental appropriateness of kindergarten teachers' beliefs and practices." Early Childhood Research Quarterly, Vol. 8, No. 3, pp. 255-276, 1993.   DOI
10 X. Wen, J. G. Elicker, & M. B. McMullen, "Early Childhood Teachers' Curriculum Beliefs: Are They Consistent With Observed Classroom Practices?". Early Education & Development, Vol. 22, No. 6, pp. 945-969, 2011.   DOI
11 A. Saban, B. N. Kocbeker, & A. Saban, "Prospective teachers'' conceptions of teaching and learning revealed through metaphor analysis." Learning and Instruction, Vol. 17, No. 2, pp. 123-139, 2007.   DOI
12 S. Yoo, "A Study on the Use of Autobiographical Stories Based on Visual Narrative Materials for Developing Self-Image and Philosophical thoughts in Early Childhood Teacher Education." Journal of Future Early Childhood Education, Vol. 23, No. 4, pp. 171-198, 2016.   DOI
13 M. A. Lundeberg. & J. E. Lawver, "Thinking like a teacher: Encouraging cognitive growth in case analysis." Journal of Teacher Education, Vol. 45, No. 4, pp. 289-297, 1994.   DOI
14 M. Kim & H. Cho, "The meaning of preservice teachers' experiences in ethical dilemma solving through college course for teaching professional ethics based on PBL." Early Childhood Research and Review, Vol. 18, No. 5, pp. 585-615, 2014.
15 E. Baik, & H. Lee, "Types of preservice early childhood teachers' teaching beliefs about instructional goal, teaching activities and assessment, teacher's role." The Journal of Korea Open Association for Early Childhood Education, Vol. 17, No. 4, pp. 225-248, 2012.
16 K. Carter & L. Gonzakez, "Beginning teachers' knowledge of classroom events." Journal of Teacher Education, Vol. 44, No. 3, pp. 223-233, 1993.   DOI
17 B. Spodek, Implicit theories of early childhood teachers: Foundations for professional behavior. In B. Spodek, O. N. Saracho & D. L. Peters(Eds.), "Professionalism and the early childhood practitioner" (pp. 161-172). New York: Teacher College Press, 1988.
18 C. Wien, "Negotiating standards in the primary classroom: The teachers' dilemma." New York: Teachers College Press, 2004.
19 D. F. Brown. & T. D. Rose, "Self-reported classroom impact of teachers' theories aboit learning and obstacles to implementation." Action in Teacher Education, Vol. 27, No. 1, pp. 20-29, 1995.
20 I. Jones & D. F. Gullo, "Differential Social and academic effects of developmentally appropriate practices and beliefs." Journal of Research in Childhood Education, Vol. 14, No. 1, pp. 26-35, 1999.   DOI
21 T. K. Buchanan, D. C. Burts, J. Binder, J., & V. F. White, "Predictors of the developmentally appropriateness of the beliefs and practices of first, second, and third grade teachers." Early Childhood Research Quarterly, Vol. 13, No. 3, pp. 459-483, 1998.   DOI
22 N. File & D. F. Gullo, "A comparison of early childhood and elementary education students' beliefs about primary classroom teaching practices." Early Childhood Research Quarterly, Vol. 17, pp. 126-137, 2002.   DOI
23 M. B. McMullen, "Characteristics of teachers who talk the DAP talk and walk the DAP walk." Journal of Research in Childhood Education, Vol. 13, No. 2, pp. 216-230, 1999.   DOI
24 G. H. Krockover, R. M. Pekarek, C. G. Riggs, & D. P. Shepardson, "How well do multiage intermediate classrooms foster successful learning for children?" Educational Forum, Vol. 64, pp. 67-74, 1999.
25 K. Smith & L. Croom, "Multidimensional self-concepts of children and teacher beliefs about developmentally appropriate practices." Journal of Educational Research, Vol. 93, No. 5, pp. 312-321, 2000.   DOI
26 F. M. Connelly & D. J. Clandinin, "Stories of experience and narrative inquiry." Educational Researcher, Vol. 19, No. 4, pp. 2-14, 1990.   DOI
27 S. Nicholson, There is so much you can learn: Child care teachers' perceptions of their professional development experiences. Ph. D. dissertation, The University of Texas at Austin, 2008.
28 C. M. Clark & P. L. Peterson, Teachers' thought process. In M. C. Wittrock(Ed..), "The handbook of research on teaching" (3rd ed., pp. 255-296). New York: Macmilan Publishing Company, 1986.
29 K. I. Seifert, "What develops in formal theories of development." ERIC Document Reproduction Service No. ED 342489, 1991.
30 G. S. Cannella, "Deconstructing early childhood education." New York: Peter Lang, 1997.
31 A. M. Phelan & H. J. McLaughlin, "Educational discourse, the nature of the child, and the practice of new teachers." Journal of Teacher Education, Vol. 46, No. 3, pp. 165-174, 1995.   DOI
32 Y. Mo & K. Kim, "A study on the preschool teacher's perception of teaching professionalism and conviction." The Journal of Korea Open Association for Early Childhood Education, Vol. 18, No. 1, pp. 241-260, 2013.
33 H. Keum, "The basic theoretical research for a practice of university faculty member's teaching reflection," Journal of Digital Convergence, Vol. 14, No. 2, pp. 57-63, 2016.   DOI
34 M. Kim & H. Lee, "Three approaches to understanding early childhood teachers' work." Early Childhood Research and Review, Vol. 19, No. 2, pp. 273-296, 2015.
35 E. Jones, Perspectives on teacher education: Some relations between theory and practice. In L. G. Katz(Ed.), Current topics in early childhood education, Vol. 6, pp. 123-141, Norwood, NJ: Albex, 1986.
36 B. Spodek, "Thought process underlying preschool teachers classroom decisions." Early Child Development and Care, Vol. 29, pp. 197-208, 1987.   DOI
37 N. Bell, "Early childhood teachers theories in practice: What do teachers believe?" Paper presented at the fifth early childhood convention, Dunedin, New Zealand, 1991.
38 W. Ayers, "The shifting ground of curriculumthought and everyday practice." Theory into Practice, Vol. 31, No. 3, pp. 259-263, 1992.   DOI
39 M. F. Klein, "A perspective on the gap between curriculum theory and practice." Theory into Practice, Vol. 31, No. 3, pp. 191-197, 1992.   DOI
40 G. Halliwell, Practical curriculum theory: Describing, informing and improving early childhood practices. In B. Lambert(Ed.), Changing faces: The early childhood profession in Australia(pp. 121-123). Canberra: Australian Early Childhood Association, 1992.
41 S. Grieshaber & G. S. Cannella, From identity to identity: Increasing possibilities in early childhood education. In S. Grieshaber & G. S. Cannella (Eds.), "Embracing identities in early childhood education" (pp. 3-22). New York & London: Teachers College, 2001.
42 L. Goldstein, "Teaching the standards is developmentally appropriate practice: Strategies for incorporating the sociopolitical dimension of dap in early childhood teaching." Early Childhood Education Journal, Vol. 36, No. 3, pp. 253-260, 2008.   DOI
43 E. Burman, "Deconstructing developmental psychology." London & New York: Routledge, 2008.
44 M. F. Pajares, "Teachers' beliefs and educational research: Cleaning up a messy construct." Review of Educational Research, Vol. 62, No. 3, pp. 307-332, 1992.   DOI
45 Y. Lee, "A narrative inquiry: How one reggio teacher and one eco-entered early childhood education teacher talk about their experiences." Journal of Early Childhood Education, Vol. 34, No. 3, pp. 85-110, 2014.
46 M. Kim, Rethinking teachers' beliefs and practices of early childhood teaching from critical perspectives. International Journal of Early Childhood Education, Vol. 20, No. 1, pp. 41-60, 2014.
47 D. A. Schon, "The reflective practitioner: How professionals think in action." New York: Basic Books, 1983.
48 E. Kim, "An analysis of meanings of preservice early childhood teacher's reflective inquiry journaling in the teaching practice." Early Childhood Research and Review, Vol. 19, No. 2, pp. 321-348, 2015.
49 H. Ahn, "An analysis of meaning of early childhood teachers' experiences on self-reflective emotion journaling." Early Childhood Research and Review, Vol. 14, No. 4, pp. 287-314, 2010.
50 H. Kwon & S. Lim, "Early childhood preschool teachers' cognition and coping ways on inclusive education through dilemma centered case methods." Early Childhood Research and Review, Vol. 14, No. 3, pp. 5-36, 2010.
51 S. Yoo, "Implementation of pre-service teachers' professional identities through metaphor in early childhood teacher education." Journal of Future Early Childhood Education, Vol. 20, No. 1, pp. 241-276, 2013.
52 B. Lee, "Confusion in multicultural education and its understanding process: A field study on "Wongok-dong" in Ansan." Early Childhood Research and Review, Vol. 15, No. 5, pp. 103-127, 2011.
53 J. Lee & B. Lim, "A study on ideal image of teacher for preservice early childhood teachers: Based on the autobiographical method using a multilateral approach." Journal of Learner-centered Curriculum and Instruction, Vol. 17, No. 4, pp. 95-122, 2017.