Qualifications and Supports for Teaching Teams in State-Funded Preschool in the United States

Autor/inn/en	Weisenfeld, Georgenne G.; Hodges, Kate Schellie; Copeman Petig, Abby
Titel	Qualifications and Supports for Teaching Teams in State-Funded Preschool in the United States
Quelle	In: International Journal of Child Care and Education Policy, 17 (2023), Artikel 18 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Weisenfeld, Georgenne G.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1976-5681
DOI	10.1186/s40723-023-00122-7
Schlagwörter	Preschool Education; Educational Finance; State Programs; Team Teaching; State Policy; Trend Analysis; Teacher Qualifications; Compensation (Remuneration); Teacher Salaries; Faculty Development + Suchen Sie Ihr Suchwort? Pre-school education; Vorschulerziehung; Bildungsfonds; Regierungsprogramm; Teamteaching; Trendanalyse; Lehrqualifikation; Abfindung; Kompensation; Lohnausgleich; Lehrerbesoldung; Lehrervergütung
Abstract	In the United States, state-funded preschool is a critical component of both K-12 public education and the early childhood education and care system. In 2021, 44 states and the District of Columbia operated 63 school/center-based preschool programs serving over 1.3 million children. The vast majority of state-funded preschool programs require two adults in each classroom: typically, a lead teacher and an assistant teacher, with an expectation for team teaching. This paper examines the trends and variations in state policies that address the qualifications requirements, compensation, and professional development supports for preschool lead and assistant teachers in state-funded preschool programs that provide a foundation for supporting a culture of collective success and potential quality of the classroom. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01