Grade-Level Overlap and Standards Mismatch between Nationally Recognized Programs That Prepare Teachers for Grades PreK-3

Autor/in	Fowler, R. Clarke
Titel	Grade-Level Overlap and Standards Mismatch between Nationally Recognized Programs That Prepare Teachers for Grades PreK-3
Quelle	In: Journal of Early Childhood Teacher Education, 37 (2016) 3, S.203-215 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1090-1027
DOI	10.1080/10901027.2016.1204573
Schlagwörter	Teacher Education; Teacher Education Programs; Content Analysis; Early Childhood Education; Preschool Children; Accreditation (Institutions); Teaching Methods; Comparative Analysis; National Standards; Preschool Education; Kindergarten; Grade 1; Grade 3; Grade 2; Teacher Certification + Suchen Sie Ihr Suchwort? Lehrerausbildung; Lehrerbildung; Inhaltsanalyse; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Teaching method; Lehrmethode; Unterrichtsmethode; School year 01; 1. Schuljahr; Schuljahr 01; School year 03; 3. Schuljahr; Schuljahr 03; School year 02; 2. Schuljahr; Schuljahr 02
Abstract	Two related questions are investigated regarding programs accredited by the National Council for the Accreditation of Teacher Education (NCATE). First, to what extent do NCATE-recognized elementary teacher preparation programs, which have been approved by the Association for Child Education International (ACEI), prepare candidates to teach in grades PreK-3, grades that the National Association for the Education of Young Children (NAEYC) considers part of early childhood education? The current results indicate extensive grade-level overlap: 10% of ACEI-accredited elementary programs have grade spans that begin in preschool (or below), 53% begin in kindergarten, 30% in first grade, and 6% in second grade. The second investigation employed a content analysis to compare ACEI's national standards for elementary teacher preparation with NAEYC's national standards for early childhood teacher preparation. This analysis indicates that ACEI's standards include far fewer references to terms that capture essential features of early instruction (e.g., family, community, and observation). Further, while the NAEYC's standards refer to "self-regulation" four times and "play" eight times, the elementary standards mention neither term. When referring to learners, the NAEYC almost always used "child" or "children," but the ACEI mostly used "student" or "students." These results support calls for both stand-alone early licensure and PreK-3 alignment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01