Practice Matters: How Practicum Experiences Change Student Beliefs
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| Title: | Practice Matters: How Practicum Experiences Change Student Beliefs |
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| Language: | English |
| Authors: | Christine N. Lippard (ORCID |
| Source: | Journal of Early Childhood Teacher Education. 2024 45(3):371-395. |
| 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: | 25 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Undergraduate Students, Infant Care, Toddlers, Caregiver Child Relationship, Preservice Teachers, Preservice Teacher Education, Practicums, Student Teaching, Student Attitudes |
| DOI: | 10.1080/10901027.2024.2351471 |
| ISSN: | 1090-1027 1745-5642 |
| Abstract: | Development of professional competencies is a key outcome of undergraduate programs preparing practitioners to work with infants and toddlers. Competencies for working with young children were examined among 1300 undergraduate students at 12 universities. Students completed a series of online questionnaires indicating their knowledge, beliefs, and hypothetical practices with young children; end-of-semester scores were analyzed using linear regression. Having had a practicum course is associated with more positive dispositions for supporting the development of teacher-child relationships, building partnerships with diverse families, guiding children's behavior, and fostering development and learning. Further, we examined development of dispositions over the course of a semester based on undergraduates' current and past practicum experiences. Implications for programs who prepare infant and toddler practitioners are discussed. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1436026 |
| Database: | ERIC |
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| Abstract: | Development of professional competencies is a key outcome of undergraduate programs preparing practitioners to work with infants and toddlers. Competencies for working with young children were examined among 1300 undergraduate students at 12 universities. Students completed a series of online questionnaires indicating their knowledge, beliefs, and hypothetical practices with young children; end-of-semester scores were analyzed using linear regression. Having had a practicum course is associated with more positive dispositions for supporting the development of teacher-child relationships, building partnerships with diverse families, guiding children's behavior, and fostering development and learning. Further, we examined development of dispositions over the course of a semester based on undergraduates' current and past practicum experiences. Implications for programs who prepare infant and toddler practitioners are discussed. |
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| ISSN: | 1090-1027 1745-5642 |
| DOI: | 10.1080/10901027.2024.2351471 |
