Getting Teachers from Here to There: Examining Issues Related to an Early Care and Education Teacher Policy

Autor/in	Ackerman, Debra J.
Titel	Getting Teachers from Here to There: Examining Issues Related to an Early Care and Education Teacher Policy
Quelle	In: Early Childhood Research & Practice, 7 (2005) 1, (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1524-5039
Schlagwörter	Early Childhood Education; Preschool Teachers; Certification; Teacher Education Programs; Labor Force Development; Program Implementation; Barriers; Educational Quality; Developmentally Appropriate Practices; Educational Policy; State Schools; New Jersey + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Abschlusszeugnis; Zertifizierung; Arbeitskräftebestand; Quality of education; Bildungsqualität; Entwicklungsbezogene Bildung; Politics of education; Bildungspolitik; Staatliche Schule
Abstract	Most early care and education teachers are not required to have attained a bachelor's degree (BA) prior to working with young children. Because of the research base demonstrating that teachers with a BA specifically related to early childhood play an integral role in the provision of high-quality early care and education, there have been increasing calls for new policies with regard to the educational requirements for those who teach and care for young children. Although instituting a new "BA policy" is a key component in improving the quality of early childhood education, there are various "getting from here to there" issues that would also need to be considered, particularly if the policy's goals include increasing the credentials of the current workforce. This article explores two of these issues: the constraints facing early care and education teachers in improving their credentials and the capacity of teacher preparation programs to support the policy and in turn help create a qualified and knowledgeable workforce. Given that New Jersey has recently adopted such a policy for teachers in its state-funded preschools, findings from studies focusing on this effort are used in order to illustrate these issues. The article concludes with implications for policy makers and researchers in terms of optimizing implementation of a BA policy and ensuring that policy-related supports are working. (As Provided).
Anmerkungen	Clearinghouse on Early Education and Parenting, University of Illinois at Urbana-Champaign. 51 Gerty Drive, Champaign, IL 61820. Tel: 877-275-3227; Tel: 217-333-1386; Fax: 217-244-7732; e-mail: ecrp@uiuc.edu; Web site: http://ecrp.uiuc.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01