Helping Preservice Teachers Learn to Teach for Understanding in this Era of High-stakes Early Education Reform |
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| Authors: | Christopher Pierce Brown |
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| Institution: | (1) Department of Curriculum and Instruction, The University of Texas at Austin, 1, University Station, Mail Stop D5700, Austin, TX 78712, USA |
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| Abstract: | As early childhood education becomes more regulated through a range of education reforms and mandates, early childhood teacher
educators are seeking ways to prepare their preservice teachers to address these policy constraints through appropriate teaching
practices that foster learning with understanding. Using the National Research Council’s conception of learning as a framework
for analysis, this article considers strategies to achieve this goal by first presenting findings from a case study that examined
the training of a sample of preservice teachers who were both educated in high-stakes learning classrooms as well as taught
to be early educators in these same environments. This article then uses these findings to the make case for practical and
political approaches to teaching that can assist teacher educators in preparing their students for this regulated field of
early education. |
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| Keywords: | Preservice teachers Teacher education Standards-based education reform |
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