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

유아 교사의 이론과 실천에 관한 고찰: bottom-up 관점을 중심으로

  • Kim, Miai (Dept. of Early Childhood Education, Daegu Catholic University)
  • 김미애 (대구가톨릭대학교 유아교육과)
  • Received : 2017.04.27
  • Accepted : 2017.06.20
  • Published : 2017.06.28

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

Acknowledgement

Supported by : Daegu Catholic University

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