TY - JOUR
T1 - The problematic relationship between child development theory and teacher preparation
AU - Perry, Nancy
AU - Gerard, Maureen
PY - 2002/1/1
Y1 - 2002/1/1
N2 - This article addresses questions raised in the past decade regarding the role of child development knowledge for teaching and teacher preparation. Missing from the dialogue on this issue have been the voices of the students enrolled in teacher preparation programs. Accordingly, 77 preservice teachers were surveyed at the conclusion of a child development theory course. The results were examined for themes regarding how preservice teachers come to understand the changing nature of child development, the strengths and limitations of generalized theories of development, and the applicability of child development theory to their future practice.
AB - This article addresses questions raised in the past decade regarding the role of child development knowledge for teaching and teacher preparation. Missing from the dialogue on this issue have been the voices of the students enrolled in teacher preparation programs. Accordingly, 77 preservice teachers were surveyed at the conclusion of a child development theory course. The results were examined for themes regarding how preservice teachers come to understand the changing nature of child development, the strengths and limitations of generalized theories of development, and the applicability of child development theory to their future practice.
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UR - http://www.scopus.com/inward/citedby.url?scp=85023800899&partnerID=8YFLogxK
U2 - 10.1080/1090102020230408
DO - 10.1080/1090102020230408
M3 - Article
AN - SCOPUS:85023800899
SN - 1090-1027
VL - 23
SP - 343
EP - 348
JO - Journal of Early Childhood Teacher Education
JF - Journal of Early Childhood Teacher Education
IS - 4
ER -