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A comparison of early childhood and elementary education students’ beliefs about primary classroom teaching practices
Journal article   Peer reviewed

A comparison of early childhood and elementary education students’ beliefs about primary classroom teaching practices

Nancy File and Dominic F. Gullo
Early childhood research quarterly, v 17(1), pp 126-137
01 Jan 2002
DOI: https://doi.org/10.1016/S0885-2006(02)00130-8
Featured in Collection :   UN Sustainable Development Goals @ Drexel

Abstract

Developmentally appropriate practice Primary classroom practice Teaching beliefs
Two professional preparation paths lead to teaching positions in the lower primary grades; their different histories and emphasis result in potentially conflicting paradigms. We examined the viewpoints of 119 pre-service teachers who were either at the beginning or near the end of their programs in early childhood (ECED) or elementary education (ELED). They completed a survey of their beliefs about primary classroom practices. ECED students, compared to ELED students, favored practices more consistent with the constructivist nature of National Association for the Education of Young Children (NAEYC) guidelines in several areas, including teaching strategies, expectations of the children, assessment strategies, and teacher- and child-directed activities. One significant difference was found between beginning students and student teachers, with student teachers favoring more frequent use of less developmentally appropriate behavior management strategies.

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72 citations in Web of Science
82 citations in Scopus

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UN Sustainable Development Goals (SDGs)

This publication has contributed to the advancement of the following goals:

#4 Quality Education

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Web of Science research areas
Education & Educational Research
Psychology, Developmental
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