Journal of Early Childhood Teacher Education
Despite contrasting views on the overlap of early childhood education and teacher education, opportunities abound for expanding the role of early childhood educators in broader teacher education discourse. University-based early childhood and Kindergarten-through-grade-12 teacher education share purposes, philosophies, and resources that should be explored to more effectively address the needs of diverse young children and their families. Community partnerships and a shift toward community-based teacher preparation present a context and opportunity for exploring the overlap of these two historically separate fields. In this paper, we present a framework for collaborative, field-based early childhood teacher preparation, situating birth-though-grade-12 teacher education in diverse community contexts and involving school and community personnel to achieve universal 21st century goals for the teaching and learning of young children.
Heineke, Amy J. and Kennedy, Adam S.. Re-envisioning the Role of Universities in Early Childhood Teacher Education: Community Partnerships for 21st-Century Learning. Journal of Early Childhood Teacher Education, 35, 3: , 2014. Retrieved from Loyola eCommons, School of Education: Faculty Publications and Other Works, http://dx.doi.org/10.1080/10901027.2014.936072
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License.
© National Association of Early Childhood Teacher Educators, 2014.