NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1437840
Record Type: Journal
Publication Date: 2024
Pages: 10
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0966-9760
EISSN: EISSN-1469-8463
Teacher Educators as Interpreters: The Role of Faculty in Guiding Student Learning of DAP within Sociocultural, Institutional, and Individual Contexts
Karen M. La Paro; Mauri C. McKoy; Catherine Scott-Little
International Journal of Early Years Education, v32 n3 p758-767 2024
The construct of Developmentally Appropriate Practices (DAP) has become a hallmark for educational practice in the United States. From DAP's initial publication in 1986 to the most recent revision published in 2022, DAP serves as a reference point for teacher education to support effective teachers' development and practice. However, DAP is a construct shaped by individuals' experiences and sociopolitical contexts and not a uniformly understood construct. Teacher educator faculty's role is central to supporting students' understanding and faculty serve as interpreters of information by making choices and drawing on their beliefs and experiences to shape students' understanding and implementation of DAP. Faculty use reflection as a tool to support their choices of resources, assignments, and content related to DAP. This manuscript will offer important considerations related to students' understanding of DAP and illustrate how faculty beliefs and reflection guide faculty in this role of interpreter of the construct of DAP within the sociopolitical contexts that influence teacher education.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A