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Shifting from developmental to postmodern practices in early childhood teacher education

Ryan, Sharon & Grieshaber, Susan J. (2005) Shifting from developmental to postmodern practices in early childhood teacher education. Journal of Teacher Education, 56(1), pp. 34-45.

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Abstract

Changing times and postmodern perspectives have disrupted the taken-for-granted relationship between child development knowledge and the preparation of early childhood teachers. Despite ongoing exchanges about how best to respond to the critique of the developmental knowledge base, few descriptions of how particular teacher educators have gone about reconceptualizing their curriculum exist. Employing postmodern views of knowledge, power, and subjectivity, this article describes three pedagogies employed by the authors to enact a postmodern teacher education. After describing each of these pedagogies—situating knowledge, multiple readings, and engaging with images—an example from classroom practice is given to illustrate how these strategies come together to assist students to understand how teaching enacts power relations. The article concludes with a discussion of some of the challenges involved in trying to shift from developmental to postmodern practices in the preparation of early childhood educators.

Impact and interest:

30 citations in Scopus
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7 citations in Web of Science®

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3,959 since deposited on 28 Apr 2005
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ID Code: 1094
Item Type: Journal Article
Keywords: early childhood education, teacher education, postmodernism, HERN
DOI: 10.1177/0022487104272057
ISSN: 0022-4871
Subjects: Australian and New Zealand Standard Research Classification > EDUCATION (130000) > EDUCATION SYSTEMS (130100)
Divisions: Current > QUT Faculties and Divisions > Faculty of Education
Current > Schools > School of Early Childhood
Copyright Owner: Copyright 2005 Sage Publications
Copyright Statement: Reproduced in accordance with the copyright policy of the publisher.
Deposited On: 28 Apr 2005
Last Modified: 27 Oct 2014 14:55

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