The field of early childhood education and care has been in the forefront of setting the effort to increase diversity in its teaching force. Little is known about learning processes of teachers with diverse backgrounds in teacher education and what experiences and knowledge they bring to the field to educate and care for our youngest children. This qualitative case study tells stories of an Asian pre-service teacher during her process of becoming an early childhood educator through exploring her personal and cultural funds of knowledge based on her teaching practicum experiences. By listening carefully to her voice in her process of becoming a teacher, we hope that teacher educators and teacher preparation programs can gain new understandings to better support pre-service teachers with diverse backgrounds in their processes of teacher development.
Journal of Thought
McDevitt, S., & Kurihara, M. (2017). Bridging Funds of Knowledge in Learning to Teach: The Story of a Japanese Pre-service Teacher’s Authentic Teaching Practicum Experience. Journal of Thought, 51(3-4), 38-51. Retrieved from https://scholar.stjohns.edu/education_specialties_facpubs/7