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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.


Author Posting. © National Association of Early Childhood Teacher Educators, 2014. This is the author's version of the work. It is posted here by permission of Taylor & Francis for personal use, not for redistribution. The definitive version was published in the Journal of Early Childhood Teacher Education, Volume 35, Issue 3, August 2014.

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Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License.

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