2010•Journal of Early Childhood Teacher EducationRequires access

Early Childhood Preservice Teachers' Constructions of Becoming an Intentional Teacher

Cathy C. Mogharreban, Christie McIntyre, Jill M. Raisor

Abstract

This teacher research study focuses on an initial cohort of early childhood preservice teachers who participated in a case study of teachers' constructions of becoming a teacher. The purpose was to determine, through qualitative teacher research, how our teacher preparation program can better prepare preservice teachers to develop, make, and implement instructional decisions appropriately and intentionally. The emerging themes of intentionality in curriculum planning and uses of assessment are explored in our findings. The impact of our teacher preparation program on these themes is outlined in the discussion as a way to help us understand our initial findings. The researchers' reflections and related program implications are discussed.

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OpenAlex reports 11 citations for this work. Citation counts describe recorded attention and do not establish research quality.

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Key concepts: Psychology, Teacher education, Early childhood teacher, Curriculum, Early childhood education, Teacher preparation, Intentionality, Qualitative research