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.

View at publisher


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:

58 citations in Scopus
30 citations in Web of Science®
Search Google Scholar™

Citation counts are sourced monthly from Scopus and Web of Science® citation databases.

These databases contain citations from different subsets of available publications and different time periods and thus the citation count from each is usually different. Some works are not in either database and no count is displayed. Scopus includes citations from articles published in 1996 onwards, and Web of Science® generally from 1980 onwards.

Citations counts from the Google Scholar™ indexing service can be viewed at the linked Google Scholar™ search.

Full-text downloads:

4,487 since deposited on 28 Apr 2005
191 in the past twelve months

Full-text downloads displays the total number of times this work’s files (e.g., a PDF) have been downloaded from QUT ePrints as well as the number of downloads in the previous 365 days. The count includes downloads for all files if a work has more than one.

ID Code: 1094
Item Type: Journal Article
Refereed: Yes
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
Copyright Owner: Copyright 2005 Sage Publications
Copyright Statement: Reproduced in accordance with the copyright policy of the publisher.
Deposited On: 28 Apr 2005 00:00
Last Modified: 22 Jun 2017 14:38

Export: EndNote | Dublin Core | BibTeX

Repository Staff Only: item control page