Situated, Relational, Transformative: Reimagining Teacher Preparation for the Early Childhood Workforce

• In Event: AERA Roundtable Session Thursday 7:45 am - Gold 1
  In Roundtable Session: Situated, Sustained, and Transformative: Innovations in Teacher Apprenticeship and Preparation

Abstract

We explore how innovative competency-based teacher preparation programs support working early childhood educators facing systemic barriers to professional advancement. Grounded in Bronfenbrenner’s theory, Developmentally Appropriate Practice, and situated learning theory, it examines how professional learning communities foster reflective practice, collaborative problem solving, and professional identity development. Conducted within a Working Professionals program at a private liberal arts university, the study engaged ten alumni through interviews, field notes, and observations. Using constant comparative analysis, key themes emerged: PLCs built collaborative networks offering emotional and professional support; shared learning boosted participants’ confidence and pedagogical skills; and PLC engagement promoted professional identity and career advancement. Findings underscore PLCs’ transformative role and need for flexible, equity-driven preparation pathways to strengthen the early childhood workforce.

Author

• Foram Bhukhanwala, Arcadia University