Early childhood preservice teachers' autonomy in constructing personal practical theories of teaching and learning.

Abstract

In the findings, the differences of four early childhood preservice teachers in the match or mismatch between their philosophy and personal practical theory related to the how preservice teachers have developed their personal practical theories in context. The differences also are an indicator of each student's personal autonomy. How each four preservice teachers interpreted the dilemmas and issues related to their teaching practice and solved them was different. Each of four preservice teachers developed their own definition of autonomy and acted differently in terms of being autonomous. The early childhood preservice teachers believed that the classes in the teacher education program that critically challenged them to examine their pre-existing theories of teaching and learning promoted their autonomy. The possibility of open communication between intern teacher and cooperating teacher may be an important contextual factor in promoting the preservice teachers' critical reflection and autonomous theory-building process. These findings provided many important implications on the teacher education program.

This qualitative case study analyzed the four early childhood preservice teachers' autonomy in constructing personal practical theories in teaching and learning. The research questions of this study are: (1) What are the preservice teachers' personal practical theories about teaching and learning? (2) How have preservice teachers developed their personal practical theories in the context of early experience, teacher education program, and intern teaching? (3) What are the factors influencing the preservice teachers' development of autonomy in constructing their personal practical theories of teaching and learning?