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Providing Early Childhood Education Teacher Candidates Diverse Clinical Understandings through Professional Development School Experiences
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Author(s): Lea Ann Christenson (Towson University, USA), Janese Daniels (Towson University, USA), Judith Cruzado-Guerrero (Towson University, USA), Stephen T. Schroth (Towson University, USA), Marisa Dudiak (Towson University, USA)and Ocie Watson-Thompson (Towson University, USA)
Copyright: 2017
Pages: 22
Source title:
Teacher Education for Ethical Professional Practice in the 21st Century
Source Author(s)/Editor(s): Oliver Dreon (Millersville University, USA)and Drew Polly (University of North Carolina at Charlotte, USA)
DOI: 10.4018/978-1-5225-1668-2.ch007
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Abstract
Teacher education programs serving early childhood education teacher candidates have unique challenges and need to work to ensure that each future educator be exposed to a variety of settings and practices throughout their preparation in order to best prepare them to serve the needs of their future young students. A solid background in human development, a well-rounded complement of methods courses grounded in developmentally appropriate practice and experience in a diverse variety of Professional Development Schools (PDS) will go far in meeting this goal. In Pre-K through 3rd grade classrooms early childhood teacher educators can significantly shape these competencies through their choice of, support for, and use of PDSs.
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