Enhancing Early Childhood Education Teacher Candidates&#39; Experiences

Teacher Candidates ◽

Undergraduate Research ◽

Early Childhood Teacher ◽

Education Programs ◽

Childhood Education ◽

Research Initiatives

Teacher education programs face many challenges preparing teacher candidates for the early childhood education classroom. Initiating undergraduate research programs in conjunction with early childhood teacher education can provide a greatly enhanced experience for teacher candidates and bear great benefits to the departments sponsoring this. Undergraduate research initiatives provide pre-service teachers with tremendous opportunities to gain hands-on experiences with many of the theories and strategies they study in their coursework. Such initiatives also serve as tremendous recruiting tools, especially for those early childhood education programs seeking to recruit more males, teacher candidates of color, and those from low-SES backgrounds. Rigorous preparation must be completed before teacher candidates begin to conduct fieldwork, but the benefits to teacher candidates, mentor teachers, and children are many.

Teacher Education for Ethical Professional Practice in the 21st Century - Advances in Higher Education and Professional Development ◽

Providing Early Childhood Education Teacher Candidates Diverse Clinical Understandings through Professional Development School Experiences

10.4018/978-1-5225-1668-2.ch007 ◽

2016 ◽

pp. 143-164 ◽

Cited By ~ 3

Author(s):

Lea Ann Christenson ◽

Janese Daniels ◽

Judith Cruzado-Guerrero ◽

Stephen T. Schroth ◽

Marisa Dudiak ◽

...

Keyword(s):

Professional Development ◽

Early Childhood ◽

Teacher Candidates ◽

Teacher Educators ◽

Developmentally Appropriate ◽

Early Childhood Teacher ◽

Education Teacher ◽

Teacher education programs serving early childhood education teacher candidates have unique challenges and need to work to ensure that each future educator be exposed to a variety of settings and practices throughout their preparation in order to best prepare them to serve the needs of their future young students. A solid background in human development, a well-rounded complement of methods courses grounded in developmentally appropriate practice and experience in a diverse variety of Professional Development Schools (PDS) will go far in meeting this goal. In Pre-K through 3rd grade classrooms early childhood teacher educators can significantly shape these competencies through their choice of, support for, and use of PDSs.

Exploring the Beliefs of Commencing Early Childhood Education Graduate Students: Providing Insights to Improve Teacher Education Programs

Australian Journal of Teacher Education ◽

10.14221/ajte.2012v37n1.3 ◽

2011 ◽

Vol 37 (1) ◽

Cited By ~ 1

Author(s):

Susanne Garvis ◽

Bev Fluckiger ◽

Danielle Twigg

Keyword(s):

Teacher Education ◽

Early Childhood ◽

Graduate Students ◽

Education Programs ◽

Early Childhood Teacher Education in Global Perspective

Oxford Research Encyclopedia of Education ◽

10.1093/acrefore/9780190264093.013.574 ◽

2019 ◽

Author(s):

Olivia N. Saracho

Keyword(s):

Teacher Education ◽

Early Childhood ◽

Educational Reform ◽

Early Childhood Teachers ◽

The United States ◽

Global Perspective ◽

Education Programs ◽

Teacher educators assume that the teacher education programs in their own countries provide a comprehensive scope of possible selections. Nevertheless, how teacher education is planned and implemented differs in each country. They have different practices in both early childhood education and teacher preparation programs, even though American early childhood education theories and practices have guided them. In addition, countries differ in their early childhood education teacher qualifications. Teacher education programs have been attempting to prepare global-minded early childhood teachers who can function in other countries. Teachers who are prepared with global perspectives are able to help students succeed in the interconnected world where they encounter challenges throughout their lives. The globalization of early childhood education and the preparation of teachers in the United States and other countries appear ultimately to be achieving importance, respectability, acknowledgment, and wisdom. Several countries have engaged in transforming early childhood teachers through educational reform, which calls upon countries to expand and improve early childhood care and education. Educational reform has intermittently been a main topic of discourse and seldom an emphasis of commitment in countries around the world. Frequently these reform attempts have emphasized the necessity to advance children’s knowledge, abilities, and views to help them become good citizens and productive adults. Whereas developments may not be equivalent from country to country, the movement is continuous. It is encouraging to see countries functioning to advance programs to prepare teachers of young children and to cope with the demanding difficulties and concerns of early childhood education and the preparation of early childhood teachers.

Providing Early Childhood Education Teacher Candidates Diverse Clinical Understandings Through Professional Development School Experiences

Early Childhood Development ◽

10.4018/978-1-5225-7507-8.ch054 ◽

2019 ◽

pp. 1083-1104

Author(s):

Lea Ann Christenson ◽

Janese Daniels ◽

Judith Cruzado-Guerrero ◽

Stephen T. Schroth ◽

Marisa Dudiak ◽

...

Keyword(s):

Professional Development ◽

Early Childhood ◽

Teacher Candidates ◽

Teacher Educators ◽

Developmentally Appropriate ◽

Early Childhood Teacher ◽

Education Teacher ◽

Teacher education programs serving early childhood education teacher candidates have unique challenges and need to work to ensure that each future educator be exposed to a variety of settings and practices throughout their preparation in order to best prepare them to serve the needs of their future young students. A solid background in human development, a well-rounded complement of methods courses grounded in developmentally appropriate practice and experience in a diverse variety of Professional Development Schools (PDS) will go far in meeting this goal. In Pre-K through 3rd grade classrooms early childhood teacher educators can significantly shape these competencies through their choice of, support for, and use of PDSs.