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Review on Early Childhood Pre-Service Teachers' Autonomy in Constructing Practical Theory : Focusing on the Role of Teacher Education Programs

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The purpose of this research is to review the literature about preservice teachers’ autonomy in their personal practical theory building and the role of teacher education programs for preservice teachers’ development. Based on these reflections, the implications on how early childhood teacher education programs support preservice teachers’ autonomy is discussed. First, it was found that a teacher who perceived herself as autonomous would be governed to make decisions regarding teaching practices based on her beliefs and her knowledge of how children learn and what the children need to learn, while critically examining the perspectives of others and then make an informed decision. Second, the literature on the preservice teachers’ practical theory building emphasized the influence of teachers’ personal biographical experiences on constructing their practical theory. Third, from the review of the role of teacher education programs for preservice teachers’ development, it was found that the context of teacher education programs significantly influences the preservice teachers’ belief and practice of teaching. Specifically, the learning context that is characterized by cooperative interaction, which makes it possible for individuals to actively exchange their viewpoints, may encourage those involved to reconsider, and possibly reconstruct, their previous understandings of the concepts, and so they can be major factors supporting people’s learning processes.

Abstract

The purpose of this research is to review the literature about preservice teachers’ autonomy in their personal practical theory building and the role of teacher education programs for preservice teachers’ development. Based on these reflections, the implications on how early childhood teacher education programs support preservice teachers’ autonomy is discussed. First, it was found that a teacher who perceived herself as autonomous would be governed to make decisions regarding teaching practices based on her beliefs and her knowledge of how children learn and what the children need to learn, while critically examining the perspectives of others and then make an informed decision. Second, the literature on the preservice teachers’ practical theory building emphasized the influence of teachers’ personal biographical experiences on constructing their practical theory. Third, from the review of the role of teacher education programs for preservice teachers’ development, it was found that the context of teacher education programs significantly influences the preservice teachers’ belief and practice of teaching. Specifically, the learning context that is characterized by cooperative interaction, which makes it possible for individuals to actively exchange their viewpoints, may encourage those involved to reconsider, and possibly reconstruct, their previous understandings of the concepts, and so they can be major factors supporting people’s learning processes.

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