From the Editors: Math Achievement and Early Childhood Teacher Preparation |
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| Authors: | Susan M Benner J Amos Hatch |
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| Institution: | 1. University of Tennessee, Department of Theory &2. Practice in Teacher Education , A204 Bailey Education Complex, Knoxville , TN , 37996-3442 , USA jectemail@yahoo.com;4. Practice in Teacher Education , A204 Bailey Education Complex, Knoxville , TN , 37996-3442 , USA |
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| Abstract: | The researchers conducting this study investigated the relationship between early childhood teachers' educational levels and their beliefs about appropriate and inappropriate practices by examining the differences between lead teachers and teacher assistants in publicly funded prekindergarten classrooms. For this purpose, the researchers analyzed self-reported teachers' beliefs using analysis of variance and examined 26 individual items. Findings of this study suggest that lead teachers endorsed developmentally appropriate practices more strongly than did teacher assistants. Teacher assistants were more likely than lead teachers to agree with developmentally inappropriate practices. Despite the significant differences between the two groups of teachers, it is important to note that there was a general tendency for both lead teachers and teacher assistants to endorse developmentally appropriate practices. Thus, although there appears to be a link between teachers' educational levels and teacher beliefs, teachers' educational levels alone may not be sufficient for understanding their beliefs and practices in the classroom. Implications for practice and future research in teacher education are also discussed. |
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