Community-Based Collaboration for Early Childhood Teacher Education: Partner Experiences and Perspectives as Co-Teacher Educators
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| Title: | Community-Based Collaboration for Early Childhood Teacher Education: Partner Experiences and Perspectives as Co-Teacher Educators |
|---|---|
| Language: | English |
| Authors: | Lees, Anna, Kennedy, Adam S. |
| Source: | Journal of Early Childhood Teacher Education. 2017 38(1):52-78. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 27 |
| Publication Date: | 2017 |
| Sponsoring Agency: | Office of Special Education Programs (ED/OSERS) |
| Contract Number: | H325K120172 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Early Childhood Education Higher Education Postsecondary Education |
| Descriptors: | Teacher Education Programs, Program Effectiveness, Partnerships in Education, Early Childhood Education, Preservice Teacher Education, Interviews, Focus Groups, School Community Relationship, Indigenous Populations, Urban American Indians, Early Intervention, Ethnic Diversity |
| Geographic Terms: | Illinois (Chicago) |
| DOI: | 10.1080/10901027.2016.1274692 |
| ISSN: | 1090-1027 |
| Abstract: | The relevance and effectiveness of traditional, course- and clinical-experience-based models of teacher preparation have been called into question, and institutions of teacher education must respond to the changing landscape of educational policy, which increasingly emphasizes that candidates must be prepared for challenges faced in complex, increasingly diverse classroom and community contexts through extended field experiences (Rust, 2010). In this article, we present a case for the development of mutually beneficial community partnerships as the foundation of all early childhood teacher education. First, key policies and research findings are presented that point to partnership as a key theme that must be addressed by preparation programs; next, a framework for the development of mutually beneficial partnerships between preparation programs and schools/community agencies is introduced; interview and focus group data are presented from the development and implementation of a field-based undergraduate early childhood teacher preparation program. These include examples of strategies that assist in leveraging resources toward mutual benefit, as well as vignettes illustrating field-based teacher education in action. Finally, partnership practices that address the shared goals of early childhood educators and those who prepare them are presented. |
| Abstractor: | As Provided |
| Entry Date: | 2017 |
| Accession Number: | EJ1133228 |
| Database: | ERIC |
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| Abstract: | The relevance and effectiveness of traditional, course- and clinical-experience-based models of teacher preparation have been called into question, and institutions of teacher education must respond to the changing landscape of educational policy, which increasingly emphasizes that candidates must be prepared for challenges faced in complex, increasingly diverse classroom and community contexts through extended field experiences (Rust, 2010). In this article, we present a case for the development of mutually beneficial community partnerships as the foundation of all early childhood teacher education. First, key policies and research findings are presented that point to partnership as a key theme that must be addressed by preparation programs; next, a framework for the development of mutually beneficial partnerships between preparation programs and schools/community agencies is introduced; interview and focus group data are presented from the development and implementation of a field-based undergraduate early childhood teacher preparation program. These include examples of strategies that assist in leveraging resources toward mutual benefit, as well as vignettes illustrating field-based teacher education in action. Finally, partnership practices that address the shared goals of early childhood educators and those who prepare them are presented. |
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| ISSN: | 1090-1027 |
| DOI: | 10.1080/10901027.2016.1274692 |
