Early Childhood Open-Mindedness: An Investigation into Preservice Teachers' Capacity to Address Controversial Issues

Autor/inn/en	Bautista, Nazan; Misco, Thomas; Quaye, Stephen John
Titel	Early Childhood Open-Mindedness: An Investigation into Preservice Teachers' Capacity to Address Controversial Issues
Quelle	In: Journal of Teacher Education, 69 (2018) 2, S.154-168 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4871
DOI	10.1177/0022487117702575
Schlagwörter	Early Childhood Education; Preservice Teachers; Preservice Teacher Education; Controversial Issues (Course Content); Knowledge Base for Teaching; Teaching Skills; Student Surveys; Theory of Mind; Teacher Characteristics; Beliefs; Case Studies; Student Characteristics; Statistical Analysis; Qualitative Research; Semi Structured Interviews; Likert Scales; Student Teacher Attitudes; Capacity Building + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Lehramtsstudiengang; Lehrerausbildung; Controversial issues; Kontroverse; Teaching theory; Theory of teaching; Unterrichtstheorie; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Schülerbefragung; Belief; Glaube; Case study; Fallstudie; Case Study; Statistische Analyse; Qualitative Forschung; Likert-Skala
Abstract	We investigated the characteristics of early childhood education (ECE) preservice teachers (PSTs) who were identified as closed minded and their capacity to deal with controversial issues. We define open-mindedness as the willingness to consider experiences, beliefs, values, and perspectives that differ from one's own. First, we used quantitative surveys to identify PSTs with less open-minded thinking dispositions among those who responded (n = 84). Then, we selected and ultimately interviewed five participants who indicated that their religious views played a significant role in the way they developed their epistemological and ontological views. Interviews suggested that concepts of social justice and the common good were seen as inimical to their core religious beliefs. As such, some respondents avoided these ideas without sufficiently entertaining the complexity involved with their religious beliefs and democratic ideals. This study has numerous implications for the macrocurriculum of teacher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01