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eBook details

• Title: Developmentally Appropriate Teacher Education: "Practicing What We Preach" (Report)
• Author : Childhood Education
• Release Date : January 01, 2011
• Genre: Education,Books,Professional & Technical,
• Pages : * pages
• Size : 237 KB

Description

When the Louisiana Board of Education initiated a new structure for teacher certification, a team of educators at Louisiana State University (LSU)created an early childhood program for teachers of children from preschool age to 3rd grade. Educators at the university level, primary grade teachers, and preschool teachers collaborated to develop a program based on an assumption that if teacher education students participate in developmentally appropriate instruction as students, they will develop a deep and meaningful understanding of developmentally appropriate practices (DAP) (Bredekamp&Copple, 1997) that they can implement in their teaching practices. The team's planning was grounded in the knowledge base of several areas: the literature regarding developmentally appropriate practices (Bredekamp&Copple, 1997; Dunn&Kontos, 2003; Hart, Burts,&Charlesworth, 1997); adult education (Clark&Caffarella, 1999; Tennant&Pogson, 1995); staff development (National Staff Development Council [NSDC], 1995; Sparks&Hirsh, 1997); teacher education (Elliot, 2003; Garvin, 2003; Horm-Wingerd&Hyson, 2000; Rossman&Rosssman, 1990); and assessment of young children (Gullo, 2005; Mindes, Ireton,&Mardell-Czudnowski, 1996). The above literature indicates that developmentally appropriate teaching practices for college-age students should reflect current knowledge about how adults learn. In the university classroom, the needs of the whole person should be addressed by facilitating each student's physical, social, emotional, cognitive, and language development through learning experiences that are individualized, activity-based, and studentselected. Teacher educators should assess progress in addition to achievement of skills and learning with ongoing, authentic, performance-based observations and assessments. Such a program should model an emergent curriculum, building upon students' interests and current abilities to enable them to accomplish certain learning objectives, with a pathway to learning that is individualized in pace and in direction.

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