Deconstructing ''child development knowledge'' and ''teacher preparation''

This article examines how the terms child development knowledge and teacher preparation have come to be understood in ways that place limits on how we think about children and the preparation of teachers. It begins by illustrating some of the differences between modernism and postmodernism. It then considers why a universal practice premised on a universal theory of development is problematic. Rather than passing on a codified body of knowledge in teacher education, a dialogic model of teaching- and of teacher education-calls attention to the ''inherently polysemous'' nature of human existence. There are many ways of understanding how children develop and learn, many ways to teach, and a range of curricular options. ''Reflective practioners'' learn to think deeply about the implications of their choices and may be more likely to tailor their practice to the diverse needs of children in a multicultural society.