Full Description
In recent years there have been significant changes in education across the globe, largely as a result of changing demographics, technological developments, and increased globalization. Relatedly, the changing needs of societies and families, along with new research findings, provide new directions in early childhood education. Consequently, early childhood teachers today are faced with higher and more complex expectations to help ensure that their students achieve their full potential. Such expectations suggest that early childhood teachers should be professionals who are able to draw on a robust knowledge base in making educational decisions. It follows that teacher education programs should develop and implement innovative programs that can potentially enhance the quality of our future teachers.
An awareness of pressing issues in the field of early childhood teacher education led the editors to develop this volume. The chapters in these two volumes bring together scholars from across the US and the globe who are interested in improving the quality of early childhood teacher education. The chapters present their experiences, perspectives, and lessons learned as they addressed some of the challenging issues concerning the education and preparation of future early childhood teachers. The various issues and perspectives from different states in the US or countries across the globe provide insights into current issues and dilemmas facing the field. The contributions of these scholars should inform the discourse on early childhood teacher education and help those who work with preservice teachers improve the quality of their work.
Contents
Acknowledgments.
Chapter 1. Volume 1—Introduction: Critical Issues in Early Childhood Teacher Education; Miranda Lin and Ithel Jones.
Chapter 2. Critically Imagining Early Childhood Curriculum Practices; Daniel Castner, Lacy Peters, and Stephanie Reinke.
Chapter 3. One Course Is Not Enough: Preparing Preservice Teachers to Facilitate the Learning of All Young Children; Leigh O'Brien.
Chapter 4. The Teacher as a Mindful Model: Creating Peaceful Classrooms From the Inside-Out; Blythe F. Hinitz and Maureen Hudson.
Chapter 5. Promoting Empathy and Social Democracy in Early Childhood Teacher Education: An Autoethnographic Journey of Three Early Childhood Educators; MinSoo Kim-Bossard, Jody Eberly, and Arti Joshi.
Chapter 6. Teaching Through Social Democratic Practices in Early Childhood Classrooms: Lessons Learned From In-Service Teachers; Martha Lash and Sandra Pech.
Chapter 7. A Case Study of Collaborative Approach to Field Experience: Preparing Preservice Teachers to Work With Culturally and Linguistically Diverse Learners; Miranda Lin and Adrienne Herrell.
Chapter 8. Culturally Responsive Awareness and Competence in Early Childhood Teacher Candidates; Deborah Young, Samara Madrid Akpovo, and Sapna Thapa.
Chapter 9. Striking a Collaborative Tone in Early Childhood Educator Preparation to Give Voice to the Rural Realities; Kristin Javorsky, Madhurima Musser, and Julie Parker.
Chapter 10. Empowering Early Childhood Teacher Candidates: Identifying Challenges and Facilitating Factors in Implementing the Clinical Model of Teacher Preparation; Sara Hartman, Jennifer Ottley, Marcy Kennedy, and Jeesun Jung.
Chapter 11. Designing and Implementing a Culturally Responsive Early Childhood General/Special Education Teacher Preparation Program Through Collaboration and Continuous Improvement; Elisa L. Klein, Christy Tirrell-Corbin, and Joan L. Lieber.
About the Authors.
