A Guide for the Perplexed
Edited By Judith McVarish and Catherine Milne
Chapter 6 Ongoing Learning: Self-Assessment and Integrated Curriculum (Elizabeth Quintero)
This chapter documents a qualitative study of early childhood teacher education students studying, designing, and implementing integrated curricula for young children. Consistent with the model proposed by McVarish and Solloway (see Chapter 2), during the university class experience a framework of critical theory is used as students continu- ally self-assess their own learning through the identification of their philosophical and theoretical beliefs, their identification of professional standards and position statements that guide their work, and through their curriculum development process. They also address giving their pupils they work with opportunities for self-assessment in the curricu- lum lessons they design, and they reflect on their own professional growth at the end of their experience with this university class. The self- assessment process is continual and ongoing (see Figure 1 for a diagram of the model used). The basic tenets of critical theory are 1) participation by all inclusive of cultural and personal history and background knowledge, 2) use of multiple sources of knowledge, and 3) transformative action in a variety of forms. These structures provide both guidelines for critical complex Chapter 6 Ongoing Learning Self-Assessment and Integrated Curriculum Elizabeth Quintero b_text_T4.qxd 1/15/2014 8:36 AM Page 79 learning (Kincheloe, 2004) and the freedom for teacher education students to explore in-depth scholarly information and their own background knowledge and potential. They continually assess their own progress through activities that a) promote their trusting and articulating their own thinking, b) communicate their learning for themselves, and c) make intellectual and action-based...
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