Abstract
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.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 343-348 |
| Number of pages | 6 |
| Journal | Journal of Early Childhood Teacher Education |
| Volume | 23 |
| Issue number | 4 |
| DOIs | |
| State | Published - 2002 |
ASJC Scopus subject areas
- Education
- Social Sciences (miscellaneous)
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