Student Teaching within Early Childhood Teacher Preparation Programs: An Examination of Key Features across 2- And 4-Year Institutions

Autor/inn/en	Sumrall, Teressa C.; Scott-Little, Catherine; La Paro, Karen M.; Pianta, Robert C.; Burchinal, Margaret; Hamre, Bridget; Downer, Jason; Howes, Carollee
Titel	Student Teaching within Early Childhood Teacher Preparation Programs: An Examination of Key Features across 2- And 4-Year Institutions
Quelle	In: Early Childhood Education Journal, 45 (2017) 6, S.821-830 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-3301
DOI	10.1007/s10643-016-0830-x
Schlagwörter	Early Childhood Education; Teacher Education Programs; Teaching Methods; Student Teaching; Surveys; Program Effectiveness; Experiential Learning; Cooperating Teachers; Required Courses; Comparative Analysis + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching practice; Unterrichtspraxis; Survey; Umfrage; Befragung; Experiental learning; Erfahrungsorientiertes Lernen; Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Pflichtkurs
Abstract	Early childhood teacher preparation programs play a critical role in preparing teachers to work with young children, yet the field knows relatively little about how these programs carry out this important function. The culminating classroom-based experience, generally termed "student teaching," is an important component in teacher preparation. The current study presents descriptive data from a survey of 103, 2- and 4-year early childhood teacher preparation programs related to key features of student teaching in these programs, including field placement sites, criteria for cooperating teachers, and student requirements. Comparisons of 2- and 4-year programs show several areas of similarity as well as some differences, with 4-year programs generally requiring more intense student teaching experiences. The findings are discussed in terms of the different foci in for 2- and 4-year programs and suggest that additional effort to strengthen and perhaps establish some consistent expectations for student teaching experiences may be useful. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01