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This article aims to describe a major revision process to the early childhood teacher education program at a 4-year university. The authors describe their teacher education program as it was configured 2 years ago and as it exists today after major change efforts, highlighting the purposes and desired outcomes of these changes. They have conceptualized this journey as both a revision of the program and a re-visioning process. They focus on their attempt to integrate the intentions underlying policy and standards changes into their work in preparing teachers for the full range of early childhood program auspices, as well as for any and all of the children who are enrolled in them.
Updated: Oct. 08, 2015
This article describes the process for change undertaken by one early childhood teacher preparation program. While the changes were spurred in part by increasing emphases on standards and assessment systems, faculty noted concerns with how this framed the program and with how students negotiated learning in this system.
Updated: Sep. 05, 2010