Deconstructing and transgressing the theory-practice dichotomy in early childhood education

Description:

An exploration of early childhood teacher education programs that dissolve or transgress the divide between theory and practice, particularly the division that portrays theory as applying to and regulating practice

Resource Type:

Other

Author(s):

Taguchi Hillevi Lenz

Publisher(s):

Philosophy of Education Society of Australasia

Date Issued:

June 2007

Source:

Educational Philosophy and Theory, 39(3), 275-290

Journal Title:

Educational Philosophy and Theory

Volume Number:

Issue Number:

Page Range:

275-290

Topics:

14. Child Care & Early Education Philosophy, Theory, and Comprehensive Works

13. International Child Care & Early Education > 13.1. Single-Country Studies

ISSN:

1469-5812

Online

0013-1857

Paper

Peer Reviewed:

Yes

View Full Text

*Some journal articles may be behind a pay wall. Click on the full text button above to check availability. Tip sheet on accessing journal articles behind a paywall

Related resources include summaries, versions, measures (instruments), or other resources in which the current document plays a part. Research products funded by the Office of Planning, Research, and Evaluation are related to their project records.