Faculty Beliefs in Early Childhood Teacher Preparation

• In Event: Roundtable Session 4
  In Roundtable Session: Early Childhood Teacher Preparation and Professional Development

Abstract

This study examined differences in faculty beliefs about developmentally appropriate practice (DAP) compared across factors including types of higher education organizations, Carnegie classification, and whether early childhood teacher preparation programs lead to teacher certification. A national survey revealed that faculty beliefs were predicted by organizational type related to their governance structure and organizational coupling relationships. Findings suggested that faculty teaching in anarchical type institutions were more likely to have DAP beliefs. Assuming that faculty beliefs are reflected in the curriculum and pedagogy in teacher preparation, evidence about differences across program type and classification are useful for college and university administrators, public policy makers, and professionals serving the early childhood system.

Author

• Michael B Abel, National Louis University