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theory is just a proposed explanation of a phenomenon. To scaffold her learning she
could assume a reframed image as a theorist in her own right. Stremmel (2002b) supports
the notion of teacher as theorist in early childhood education as being fundamental to
teacher development. Rose is representative of a teacher reaching a critical juncture in her
journey where theory can become a transformative part of her practice.
Felicia was able to articulate a social constructivist worldview. She referred to
theory often in the process of this dissertation. Felicia believes in the importance of
children’s voices and the value of the co-construction of curriculum. Teachers who are
oriented toward socio-constructivism view the dialogue that occurs between and among
children as an invaluable learning tool, and thus these teachers intentionally create
opportunities for discussion and collaborative learning (Cadwell, 1997). Dialogue
between children is a key variable in socio-constructivism. According to Cadwell (1997),
children were more likely to express an authentic voice where individual response and
interpretation were valued by the teacher and fellow students, and scaffolded through
questioning at various levels. Of the four teachers, Felicia, while not the most
experienced, was able to most clearly articulate theory.
Stages of Teacher Development
All four participants consider themselves to be experienced teachers. However,
their stage of development according to Katz (1972) appears different even though each
has surpassed the four-year mark in her teaching career. First conceptualized in 1972, this
model of developmental stages of teachers has been revised a number of times. In 2005, a
revised version was published which retained the original central ideas. In this new 2005
version, Katz defends the original conceptualization against criticism from postmodern