I have developed a program of research that investigates the social, geographical, developmental, and cultural factors that impact a person’s learning experiences, including how early educators develop cultural awareness of self and others of these named factors. Findings from these research projects suggest that teacher education programs need to equip pre-service and in-service teachers to examine issues of wider society to develop critical consciousness to serve the racially, ethnically, and linguistically diverse community of early learners in the United States. Further, that teacher education program coursework should build upon and connect learning experiences with people’s everyday knowledge and practices.
Karabon, (2021). Examining how early childhood preservice teacher funds of knowledge shapes pedagogical decision making. Teaching and Teacher Education, 106. https://doi.org/10.1016/j.tate.2021.103449
Karabon, A. & Janicek, C. (2021). Digitizing inquiry-based science in early elementary grades. In J. Burris, D. Rosen, & D. Karno (Eds.) Handbook of Research on Empowering Early Childhood Educators with Technology. Hershey, PA: IGI-Global. https://org/10.4018/978-1-7998-6888-0.ch015
Karabon, A. & Johnson, K.G. (2020). Conceptualizing culture: How preservice teachers in the rural Midwest confront subjectivities. Teacher Education Quarterly, 47(3), 32-54.
Mollenkopf, D. L., Felton, M. K., Karabon, A., & Westerlin, S. A. (2020). Building higher education community: A lesson from Nebraska. In Cunningham, D. D. (Ed.), Professional and Ethical Consideration for Early Childhood Leaders(pp. 202-225). IGI Global. DOI: 10.4018/978-1-7998-5089-2. From https://www.igi-global.com/book/professional-ethical-consideration-early-childhood/244673