The Influence of an Innovative Professional Development School Model for Early Childhood Education Teacher Preparation

• In Event: Roundtable Session 55
  In Roundtable Session: Reenvisioning Teacher Education Reform and Teacher Preparation

Abstract

This study explores an innovative Early Childhood Education Professional Development School partnership with an aim to achieve mutual goals for all stakeholders. Focused instructional opportunities created within a partnership grounded in PDS principles afforded teacher candidates’ experience implementing each of the essential components of a guided reading lesson. Using an exploratory case study, we analyzed outcomes for teacher candidates, as well as outcomes for the elementary students, teachers, and the school. We put forth our analysis to advance the understanding of ECE PDSs and the influence of such partnerships on teacher candidates, p-12 students, teachers, and schools. Preliminary evidence suggests transformative levels of impact on the school and university.

Authors

• Cerissa Ann Stevenson, Colorado State University

• Andrea Weinberg, Colorado State University