Visit CEEP’s projects:
- Illinois Early Learning (IEL): source of evidence-based, reliable information on early care and education for parents, caregivers, and teachers of young children in Illinois.
- Early Childhood Research & Practice (ECRP): was the first scholarly, peer-reviewed, bilingual (English-Spanish) online journal in the field of early childhood education.
- Illinois Early Childhood Asset Map (IECAM): a source for data on early care and education services and demographics in the state of Illinois. Data are available by state, county, township, legislative district, and several agency regions.
- Illinois Parents: operated with the Academic Development Institute in Lincoln, Illinois, provides resources and information for parents in the state of Illinois.
EJ554355 PS527157
Title: Student Teachers' Beliefs about Developmentally Appropriate
Practice: Pattern, Stability, and the Influence of Locus of
Control.
Author(s): Smith, Kenneth E.
Source: Early Childhood Research Quarterly, v12 n2 p221-43 1997
Publication Date: 1997
ISSN: 0885-2006
Language: English
Document Type: Journal articles (080); Reports--Research (143)
Journal Announcement: CIJAPR1998
Investigated student teacher beliefs about developmentally
appropriate practice in relation to socialization influences.
Findings include early childhood student teachers endorsed
developmentally-based practices more than did elementary student
teachers; strong preservice experience influenced beliefs; students
maintained a continuity in beliefs across the student teaching
experience; and student teacher beliefs become similar to those
cooperating teachers. (Author/SD)
Descriptors: Cooperating Teachers; Developmental Programs; Early
Childhood Education; Higher Education; *Locus of Control; *Peer
Influence; Preservice Teacher Education; Socialization; *Student
Teacher Attitudes; Student Teacher Supervisors; *Student Teachers;
*Student Teaching; Teaching Experience
Identifiers: *Developmentally Appropriate Programs; *Student Teacher
Characteristics
