A Dynamic Process Model for Continued Integration between ECE and EI/ECSE Teacher Preparation Programs
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| Title: | A Dynamic Process Model for Continued Integration between ECE and EI/ECSE Teacher Preparation Programs |
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| Language: | English |
| Authors: | La Croix, Leslie (ORCID |
| Source: | Journal of Early Childhood Teacher Education. 2023 44(2):216-233. |
| Availability: | Taylor & Francis. 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: | 18 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Early Childhood Education Higher Education Postsecondary Education |
| Descriptors: | Early Childhood Teachers, Special Education Teachers, Teacher Education Programs, Preservice Teacher Education, Inclusion, Students with Disabilities, Course Content, Interdisciplinary Approach, Teacher Competencies, State Standards |
| Geographic Terms: | Virginia |
| DOI: | 10.1080/10901027.2023.2194246 |
| ISSN: | 1090-1027 1745-5642 |
| Abstract: | Early childhood and early childhood special education programs have predominantly been separate teacher preparation programs that prepare novice teachers for general or special education settings. However, with a growing shift toward inclusion, as well as a shortage of educators with training to teach all children, there is a need for teacher preparation programs to prepare all early childhood educators to support all children and engage all families. This article describes one institute of higher education's integrated program and the program's process to align coursework with both the "Professional Standards and Competencies for Early Childhood Educators" and "Initial Practice-Based Professional Preparation Standards for Early Interventionists/Early Childhood Special Educators." We do this by discussing (a) the landscape of teacher education and integrated programs, (b) one IHE's integrated program history, (c) our process for embedding standards, and (d) next steps. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1389268 |
| Database: | ERIC |
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| Abstract: | Early childhood and early childhood special education programs have predominantly been separate teacher preparation programs that prepare novice teachers for general or special education settings. However, with a growing shift toward inclusion, as well as a shortage of educators with training to teach all children, there is a need for teacher preparation programs to prepare all early childhood educators to support all children and engage all families. This article describes one institute of higher education's integrated program and the program's process to align coursework with both the "Professional Standards and Competencies for Early Childhood Educators" and "Initial Practice-Based Professional Preparation Standards for Early Interventionists/Early Childhood Special Educators." We do this by discussing (a) the landscape of teacher education and integrated programs, (b) one IHE's integrated program history, (c) our process for embedding standards, and (d) next steps. |
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| ISSN: | 1090-1027 1745-5642 |
| DOI: | 10.1080/10901027.2023.2194246 |
