Abstract
This chapter describes a study in which preservice teacher candidates in an undergraduate course titled Observing Children and their Development were asked to link sociocultural images from their childhoods to formal theories about child development. The study aimed to investigate the assertion that a dissonance is frequently found between teachers’ formal preparations in teacher education programs and their subsequent classroom practices. Tracing the historical discrepancy between teachers’ beliefs and practices, Grant and Chapman (2008) remind us that the factors underlying this dissonance have yet to be satisfactorily explained or addressed. In this chapter, the word beliefs is taken to refer to a wide-ranging construct that includes ideas such as attitudes, values, perceptions, guiding images, ideology, conceptual systems, dispositions, implicit and explicit theories, and personal practical knowledge, many of which are established early in life (Pajares 1992).
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© 2013 Gay Wilgus
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Gupta, A. (2013). Incorporating Teacher Candidates’ Prior Beliefs and Funds of Knowledge in Theories of Child Development. In: Wilgus, G. (eds) Knowledge, Pedagogy, and Postmulticulturalism. Palgrave Macmillan, New York. https://doi.org/10.1057/9781137275905_6
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DOI: https://doi.org/10.1057/9781137275905_6
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