Urban Advocates for Young Children with Special Needs: First-Year Early Childhood Teachers Enacting Social Justice

Victoria Puig, Susan L. Recchia

Research output: Contribution to journalArticle

6 Citations (Scopus)

Abstract

This article shares the ways new early childhood teachers carry forward the social justice principles emphasized in their teacher education program into their actual practice. Their participation in a university-sponsored mentoring group served as the context for this study. Through an emergent themes analysis, we explored how they prioritized diverse learners' needs, learned to “work the system” to provide optimal special education services, struggled to make multicultural curriculum meaningful and realized the importance of working with families. Our findings also illuminate the ways that feedback from new teachers can enhance early childhood teacher preparation.

Original languageEnglish
Pages (from-to)258-277
Number of pages20
JournalNew Educator
Volume8
Issue number3
DOIs
StatePublished - 1 Jul 2012

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social justice
childhood
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Cite this

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Urban Advocates for Young Children with Special Needs : First-Year Early Childhood Teachers Enacting Social Justice. / Puig, Victoria; Recchia, Susan L.

In: New Educator, Vol. 8, No. 3, 01.07.2012, p. 258-277.

Research output: Contribution to journalArticle

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