Partnerships for Making a Difference in the Lives of Early Childhood Educators and the Students They Teach.

Autor/in	Aldrich, Jennifer E.
Titel	Partnerships for Making a Difference in the Lives of Early Childhood Educators and the Students They Teach.
Quelle	(2002), (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; College School Cooperation; Early Childhood Education; Higher Education; Internship Programs; Partnerships in Education; Preschool Teachers; Professional Development Schools; Student Teaching + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Hochschulbildung; Hochschulsystem; Hochschulwesen; Berufspraktische Ausbildung; Hochschulpartnerschaft; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Teaching practice; Unterrichtspraxis
Abstract	This paper describes the development of a Professional Development School (PDS) partnership between a comprehensive state university and an all kindergarten elementary school. The PDS coordinator began the process of collaboration with the school principal in spring 2002. The principal invited the PDS coordinator and a university faculty member to speak at a faculty meeting about a potential partnership. Teachers and the principal were in favor of the partnership, so the university faculty member arranged to change the Early Childhood Curriculum course to correspond with times that would provide interaction between university interns, teachers, and students. Teachers attended a PDS summer workshop. In the fall, the university faculty member met with teachers and the principal to discuss perceptions, expectations, and assignments for interns. Faculty members were positive about the benefits of a PDS for their students, and the PDS coordinator emphasized the potential professional development benefits for teachers. The Early Childhood Curriculum course is taught in the elementary art room. Interns are in the classrooms twice a week, and university faculty visit classrooms twice a week. Interns plan, implement, and assess lessons with classroom teachers. Future plans are for elementary faculty to teach lessons to the interns. (Contains 10 references.) (SM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01