Community-Based Collaboration for Early Childhood Teacher Education: Partner Experiences and Perspectives as Co-Teacher Educators

Autor/inn/en	Lees, Anna; Kennedy, Adam S.
Titel	Community-Based Collaboration for Early Childhood Teacher Education: Partner Experiences and Perspectives as Co-Teacher Educators
Quelle	In: Journal of Early Childhood Teacher Education, 38 (2017) 1, S.52-78 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1090-1027
DOI	10.1080/10901027.2016.1274692
Schlagwörter	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; Illinois (Chicago) + Suchen Sie Ihr Suchwort? Hochschulpartnerschaft; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Lehramtsstudiengang; Lehrerausbildung; Interviewing; Interviewtechnik; Sinti und Roma
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01