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

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.