Details

Autor(en) / Beteiligte

• Delaney, Katherine K

Titel

Negotiating Calendar Time: 'Best Practices' and Teacher Sense-Making in a Public Pre-Kindergarten Classroom

Ist Teil von

• Journal of early childhood teacher education, 2018-04, Vol.39 (2), p.150-168

Ort / Verlag

Routledge

Erscheinungsjahr

2018

Quelle

ERIC

Beschreibungen/Notizen

• Within the United States, publicly funded pre-Kindergarten (pre-K) is a borderland of teacher practice--somewhere between early childhood and Elementary approaches to pedagogy. For pre-K teachers, this can mean negotiating many different, and oft-competing conceptions of what curriculum and practice should look like in order to support the learning of four-year-olds. This paper explores the practice of calendar time and how one pre-K teacher, Wanda, identified and negotiated competing conceptions of calendar time as 'best practice' in her school, district and in a professional development program. The findings of this paper raise questions about how teacher educators and researchers should be supporting pre-K teacher practice and sense-making in the face of conflicting policies and expectations for pre-K.