Examining how early childhood preservice teacher funds of knowledge shapes pedagogical decision making

Research output: Contribution to journalArticlepeer-review

2 Scopus citations

Abstract

Preservice teachers (PSTs) must learn to approach curriculum and pedagogy in a socially just way. Descriptive examination of early childhood PSTs’ personal funds of knowledge is crucial to inform preparation programs. Drawing on a study that investigated subjectivities of and conceptualization of culture held by PSTs in rural Midwest (USA), this paper specifically focuses on teaching in the early years. I argue that PSTs personal funds of knowledge serve as a main catalyst for pedagogical decision making. Majority of PSTs express the need to examine hegemony, privilege, and bias yet struggle to be pedagogical agents of change in practice.

Original languageEnglish (US)
Article number103449
JournalTeaching and Teacher Education
Volume106
DOIs
StatePublished - Oct 2021

Keywords

  • Early childhood education
  • Funds of knowledge
  • Pedagogy
  • Preservice teachers
  • Socially just teaching

ASJC Scopus subject areas

  • Education

Fingerprint

Dive into the research topics of 'Examining how early childhood preservice teacher funds of knowledge shapes pedagogical decision making'. Together they form a unique fingerprint.

Cite this