Peer-reviewed article
Disposition and Early Childhood Education Preservice Teachers
Ursula Thomas ·
Summary
Written by AI, not yet AICS's view · claude-sonnet-5-5This study looked at how social justice dispositions develop in early childhood preservice teachers. Two female preservice teachers, one Black and one White, took part in a four-week prekindergarten field experience. The researchers used observational case study methods and open coding on survey responses, annotated lesson plans, reflective journals and prekindergarten children's pictorial responses to a literature lesson. They report that both preservice teachers showed strong social justice dispositions in development. The authors suggest teacher educators could use the findings to consider changes to early childhood programmes.
Key points
- Two preservice teachers (one Black, one White, both female) took part in a four-week prekindergarten field experience.
- Data came from the Cultural Fluency Survey, annotated lesson plans, reflective journals and children's pictorial responses.
- The study was qualitative and used observational case study methods with open coding.
- Both preservice teachers showed strong social justice dispositions in development.
- Findings may help teacher educators think about program changes and field placement opportunities.
Limitations
With only two participants and a four-week placement, the findings cannot be generalised, and the abstract does not name the country or setting. It also does not show whether the dispositions lasted or affected children's well-being.
Abstract
This study sought to investigate the development of social justice dispositions in early childhood preservice teachers. The participants of the study included two preservice teachers assigned to a four-week prekindergarten field experience, one Black and the other White, both female. This was a qualitative study utilizing observational case study methods and open coding. Data were collected using the Cultural Fluency Survey, the annotated lesson plans of the preservice teachers, and the reflective journal the kept; as well as the recorded responses of the prekindergarten students during the literature lesson in pictorial form. The researchers found the early childhood preservice teachers who participated in this study exhibited strong social justice dispositions in development. The current study may help teacher educators consider what areas of the early childhood program could be changed to equip relevant preservice teachers with multiple opportunities and field placement.