Outcomes of Community-Based Teacher Preparation for Undergraduate Early Childhood Teacher Candidates

• In Event: 14.043 - Roundtable Session 1
  In Roundtable Session: 14.043-8 - Community-Informed Approaches to Teacher Education

Abstract

This study examined a field-based undergraduate early childhood teacher preparation program designed to involve community agencies as equal partners in teacher education. CLASS (LaPianta et al., 2012) observations assessed undergraduate sophomores’ and juniors’ developmentally appropriate adult-child interaction during a semester-long sequence focused on infants and toddlers in urban Early Head Start. The model consisted of apprenticeship with classroom teachers and direct faculty supervision including multi-tiered supports. At post-test, candidates demonstrated significantly higher levels of facilitation of language and development. Candidates who did not show an initial increase responded to targeted and and/or intensive interventions. Teacher focus groups revealed themes related to professional identity and development. Results suggest that field-based partnership models can lead to significant gains in developmentally appropriate practice.

Authors

• Adam S. Kennedy, Loyola University Chicago

• Anna Lees, Loyola University Chicago