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The Capability Approach and Early Childhood Education Curricula

An Investigation into Teachers’ Beliefs and Practices

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Antoanneta Potsi

This book explores the Capability Approach (CA) as an alternative critical lens through which to regard early childhood education (ECE) curricula. The CA framework is a counter narrative to the narrow instrumentalism that reduces education to a mere process of academic skills acquisition for a future workplace. Primarily the book draws on the example of the Greek case. Criticizing the «bit role» that the front-line implementers play in the curriculum design and planning procedure it argues that efficient curriculum development can only occur when a zymosis between the pedagogues’ beliefs, practical experience, and theoretical knowledge is accomplished. Evidence shows that beliefs define the educators’ practices into the pedagogical context. The issues discussed are unlikely to be confined to this country alone and will have resonances on other contexts.

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Chapter 6: Discussion

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139 Chapter 6: Discussion All truth passes through three stages: First, it is ridiculed. Second, it is violently opposed. Third, it is accepted as being self-evident. Arthur Schopenhauer Following the presentation of the data analysis, this chapter discusses the main research findings in the context of the theoretical background. Interpreting the results first required a thorough understanding of the Greek context in relation to related studies in the field conducted in Europe and the United States. This is summarized before reviewing the main objectives of the study and its methodol- ogy. The findings are then summarized and discussed. After that, the limitations and implications of these findings for policy in the field of early childhood edu- cation are outlined. Finally, potential directions for future research are suggested. 6.1 Summary The general purpose of the current study was to develop and empirically vali- date the conceptual model describing the linkages between teachers’ beliefs and practices. More specifically, “linkeages” here refers to relationships among the antecedent factors and teachers’ capabilities- and performance-based beliefs, between teachers’ capabilities- and performance-based beliefs, and between teachers’ beliefs and practices. Additionally, the study investigates which sort of belief, namely, capabilities- or performance-based beliefs, is stronger and more predominant in teachers’ perceptions. To review, the study investigated the fol- lowing research questions: • Do teachers’ beliefs predict teachers’ practices? • Do Greek pre-primary teachers favour performance-based or capabilities- based beliefs? • Are teachers’ beliefs predicted by antecedent factors (i.e. years of experience, administrative control, self-efficacy, and decision latitude)? The participants in...

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