Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
This study investigates the "practical knowledge" (Elbaz, 1981) of 17 early childhood
teachers in preschool and child care centers. It
was conducted in Singapore, an island republic, which is about the size of Manhattan. In
Singapore, early childhood is not part of compulsory education that starts when the child
turns seven. As a result, preschools and child
care centers are privately or community
funded.
In terms of teacher education, teachers of
to
1st 12th graders receive their teacher education from the National Institute of Education at the Nanyang Technological University. However, for preschool and child care
teachers, there are about 21 training agencies
to choose from, most of which are private
agencies. Since all three universities in Singapore do not have the Bachelor in Early Childhood Education program, teachers attain
their bachelor's degrees with.Australian universities that fly their professors to Singapore.
However, this is a recent phenomenon, because only since 2000 have teachers been required to have a diploma in teaching (an associate degree equivalent). Prior to that time,
preschool and child care teachers were required only to have about 300 hours of inservice teacher education. Today many professionals in the field are pursuing their
bachelor of education degree not as a requiremeni but as part of their personal and professional development.
This study examined teachers in the inservice program for their diploma in teaching.
These individuals had been teaching for a
number of years after completing their 300
hours in teacher education. As a result, they
come into the program with views quite different from that of what they are expected to
learn. Generally, these teachers come from
early childhood settings that are teacher directed with children learning in large groups.
Therefore, getting teachers to include student-
Address correspondence to: Christine Chen, 50 Bayshore Rd., 4108-05 Bayshore Park, Singapore 469977, Republic of Singapore. E-mail: chchl225@gmail.com.
10
11
Dewey (1916/1997) addresses this challenge w.ith his view of the self as being dynamic. Teachers, being dynamic, have the capability of acquiring the quality of plasticity.
Plasticity is "the ability to learn from experience; the power to retain from one experience
something which is of avail in coping with the
difficulties of a later situation" (p. 44). He
adds that "interest, concern, mean that self
and world are engaged with each other in a developing situation" (p. 26) and that "personal
attitudes" toward thinking and acting in the
world (Dewey, 1933, pp. 29-34) paint the image of teachers as active agents of change.
Based on Dewey's concept of interest and concern, as well as "plasticity" and "personal attitudes," a learning model (Figure 1) was developed as part of the practicum for the diploma
in teaching.
12
CHRISTINE CHEN
Practical Knowledge
Elbaz (1981) conceived of the concept of
"practical knowledge" through a case study regarding a teacher who taught English literature and writing. Elbaz believes that the
teacher plays a role in "the implementation of
new curricula, adapting and changing the materials which come his or her way" (p. 43).
However, as Lortie (1969) points out, teachers
are not often viewed as possessing expertise in
experiential knowledge, and therefore their
role tends to be underrated from the perspective of the layman. The conception of teachers' "practical knowledge" emphasizes the
processes by which knowledge is being, acquired and put into practice, and is defined as
Profile of Participants
and Data Collection
Seventeen participants in this study were selected based on their practicum project. The
teachers who opted to make changes in the
physical design of their classroom were selected, as the changes are observable over time
and independent of settings as compared to
those who opted to work with children or staff
relations. These students were contacted and
multiple interviews took place.
The 17 participants were, graduates
(1996-1998) of the in-service diploma program in teaching. Out of the 17, 13 of them
were teachers and 4 were leaders of their early
childhood setting. They embarked on their
practicum to change the physical arrangement
of their classroom to include learning corners
and small group activities. They decided on
the change as a result of their concern over
their classroom situation. The participants described their classroom situations as being
chaotic with frequent occurrences of children
running around "doing nothing" or "doing
things to get attention."
13
Findings
The findings reflect a change in the profile of
the participants. The 17 participants' characteristics changed from 13 teachers and 4 leaders to 5 teachers and 12 leaders. It appeared
that most of the participants made changes in
their job scope. Also, 8 of them made changes
in their job settings. For those who moved into
leadership positions, they were in the process
of helping their teachers change.
During the visits to the participants' early
childhood settings, evidences of learning corners and small group activities were observed.
Some participants were still developing their
learning comers, while others had learning
comers inside or outside the classrooms. There
was also evidence of small group learning at
different tables, and children were learning on
the floor while others worked at the tables.
It was clear that all 17 participants were
able to sustain the change in one form or other
and that these teachers acted as change
agents. Therefore, a closer look at their "practical knowledge" can uncover the conditions
that promote change. Their practical knowledge is presented in four categories: content,
orientations, structure, and cognitive style.
14
CHRISTINE CHEN
"You really need to know how children develop before you can plan a curriculum for
them." This knowledge in child development
seemed to guide them in planning and managing the early childhood curriculum.
Besides child development, participants
also had a good understanding of early childhood curriculum. According to the participants, the curriculum is a "framework" that
"guides children through the different development" stages, and it is not "fixed" as "it
should basically be based on ability and also
the kind of children that we have at the particular year." Therefore, with knowledge in
child development and early childhood curriculum, the participants felt empowered to
make necessary changes.
Orientations of Practical Knowledge
It appears that both the optimistic disposition and the willingness to learn new ways
have resulted in the implementation of
Second, these teachers had personal orientations in the form of beliefs and preferences that determine how they taught children.
I believe that children at this very young
age, they actually learn through lots of
hands-on, lots of interacting with their
environment, their peers .... I prefer to
learn things through activities and
through experiences rather than through
theories all the time. So, I would understand children, being children, are usually
change. But credit is also given to support rendered by the participants' network of professional colleagues.
One of my teachers, she did the same
diploma with me. So I have people on the
standing of early childhood curriculum to implement the necessary changes (Newmann &
Wehlage, 1995; Rosenholtz, 1989) in early
childhood classrooms.
Finally, in terms of the theoretical orientation, it was found that theory, to most participants, is not concrete. Many had difficulties in
defining theory: "I am not very sure how to put
it into words." Few participants were able to
identify Piaget's and Erikson's theories as being
useful. Most participants were skeptical about
the usefulness of theories. One participant remarked, "Theories are dead. Practice is alive."
Thus, it revealed that the participants believed that they relied very little on their "theoretical" orientation while implementing
changes.
Structure of Practical Knowledge
The third category of "practical knowledge" is
structure. The structure of practical knowledge refers to the principles and rules of practice held by teachers:
The first guiding principle is responsibility. A person has to be responsible for
everything we do. So this is very important and I stress it to the teachers.
Respect, in tenris of basic manners. I
want them to show respect to their parents ... like greeting, saying thank you,
please. I think these are basic manners
they should have.
Children are very unique, very individual-so we the teachers are supposed
to guide them through and help them in
the different development.
They have to keep their toys after
playing and they have to share.
Thus, it appears that responsibility and respect are the main principles: respecting the
child's uniqueness and the responsibility for
the child's holistic development. These principles set the tone for classroom management.
The children were expected to respect others
by not screaming but speaking one at a time
and being responsible for sharing and cleaning
up after themselves. These principles and rules
guide teacher behavior and a teacher image is
formed. Consequently, teachers enact the images they have of themselves and. develop
their cognitive style.
Cognitive Style of
Practical Knowledge
The fourth category of practical knowledge is
cognitive style. Cognitive style is expressed in
terms of teacher images (Clandinin, 1985;
Johnston, 1990) of themselves as teachers and
as leaders in their early childhood settings.
Participants described themselves as "creators
15
1
How Teachers
Implemented the Change
The participants approached change in different ways. One participant reported that she
started by observing results. According to Fullan (1991), teachers need to be able to see
how change benefits their students.
16
CHRISTINE CHEN
Summary, Implications,
and Recommendations
It is clear that the process of change started
when the participants observed that things
were not happening the way they would like
for their children. The participants in this
17
18
CHRISTINE CHEN
Conclusion
It is evident that the teachers in this study
acted as change agents and apparently change
was ignited through reflecting on concerns.
Therefore, it appears that the learning model
(Figure 1) adopted in the practicum was instrumental to the change process. The learning model was effective because it was conceived based on values of concern and a
nurturing mentoring relationship. Hofstede's
(1997) and Chen's (2000) studies have reported that the culture in Singapore is high on
the femininity dimension. Hence, using a
model appropriate to the culture seemed to
have unleashed the dynamism and plasticity
(Dewey, 1916/1997) of the teachers and empowered them to apply their "practical knowledge" (Elbaz, 1981, 1983) and become "creators of opportunities."
As such, the challenge for teacher educators is to understand the culture that our students are coming from and to apply our "practical knowledge" to design and create learning
opportunities. By taking up this challenge, we
become the starting point of the change
process and, like our students, become change
agents ourselves.IM
References
Bullough, R. (1992). Beginning teacher curriculum
decision
making,
personal
teaching
Jossey-Bass.
Hoban, G. E (2002). Teacher learningfor educational
change. Buckingham, UK: Open University
Press.
Hofstede, 0. (1997). Cultures and organizations:
Software of the mind. London: McGraw-Hill.
Johnston, S. (1990). Understanding curriculum decision-making through teacher images. Journal
of Curriculum Studies, 22(5), 463-471.
Katz, L. (1995). Talks with teachers of young children.
New Jersey: Alex Publishing.
Lane, S., Lacefield-Parachini, N., & Isken, J.
(2003). Developing Novice teachers as change
agents: Student teacher placements "against
the grain." Teacher Education Quarterly, 50,
55-68.
Lortie, D. C. (1969). The balance of control and
autonomy in elementary school teaching.
In A. Etzioni (Ed.), The semi-professions
and their organizations. New York: Free
Press.
McLaughlin, M., & Talbert, J. (1993). Contexts
that matter for teaching and learning. Stanford,
CA: Center for Research on the Context of
Secondary School Teachers.
Newmann, F, & Wehlarge, G. (1995). Successful
school restructuring. Madison, WI: Center on
Organization and Restructuring Schools.
19
-*e.*
COPYRIGHT INFORMATION