A dynamic process model for continued integration between ECE and EI/ECSE teacher preparation programs

IF 0.9 Q3 EDUCATION & EDUCATIONAL RESEARCH

Journal of Early Childhood Teacher Education Pub Date : 2023-04-03 DOI:10.1080/10901027.2023.2194246

Leslie La Croix, Julie K. Kidd, Heather L. Walter, Deborah Stone, D. Ferguson, C. Fisher-Maltese, Bweikia Steen, Colleen K. Vesely

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引用次数: 0

Abstract

ABSTRACT Early childhood and early childhood special education programs have predominantly been separate teacher preparation programs that prepare novice teachers for general or special education settings. However, with a growing shift toward inclusion, as well as a shortage of educators with training to teach all children, there is a need for teacher preparation programs to prepare all early childhood educators to support all children and engage all families. This article describes one institute of higher education’s integrated program and the program’s process to align coursework with both the Professional Standards and Competencies for Early Childhood Educators and Initial Practice-Based Professional Preparation Standards for Early Interventionists/Early Childhood Special Educators. We do this by discussing (a) the landscape of teacher education and integrated programs, (b) one IHE’s integrated program history, (c) our process for embedding standards, and (d) next steps.

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ECE和EI/ESSE教师准备计划之间持续整合的动态过程模型

早期儿童和早期儿童特殊教育项目主要是单独的教师培训项目，为普通或特殊教育环境中的新手教师做好准备。然而，随着包容性的不断发展，以及具备教育所有儿童的培训的教育工作者的短缺，需要教师培训计划，为所有幼儿教育工作者做好准备，以支持所有儿童和所有家庭。本文描述了一所高等教育机构的综合项目，以及该项目将课程与早期儿童教育工作者的专业标准和能力以及早期干预学家/早期儿童特殊教育工作者的初步实践为基础的专业准备标准相结合的过程。我们通过讨论(a)教师教育和综合项目的前景，(b)一个IHE的综合项目历史，(c)我们嵌入标准的过程，以及(d)下一步的步骤来做到这一点。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Early Childhood Teacher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.20

自引率

16.70%

发文量

期刊介绍： The Journal of Early Childhood Teacher Education, the official journal of the National Association of Early Childhood Teacher Educators, publishes original manuscripts, reviews, and information about association activities. Its purpose is to provide a forum for consideration of issues and for exchange of information and ideas about research and practice in early childhood teacher education. JECTE welcomes research reports, position papers, essays on current issues, reflective reports on innovative teacher education practices, letters to the editor and book reviews.