Title

Revisiting Reflective Practice in an Era of Teacher Education Reform: A Self-study of an Early Childhood Teacher Education Program

Document Type

Article

Publication Date

2020

Abstract

The authors describe a major program reform study of an early childhood teacher education program in a large, urban, state university in the United States. Over a 4-year period, our team of early childhood faculty undertook an intentional and reflective program reform study to better advocate for quality early childhood educational philosophy and practice, while ensuring our program aligned with the newer national accreditation policy and state teacher certification standards. In this article, we identify three core problems we encountered, articulate how we approached each of them based on our philosophical framework, and discuss further considerations of each.

Digital Object Identifier (DOI)

https://doi.org/10.1080/10901027.2019.1632993

Citation / Publisher Attribution

Journal of Early Childhood Teacher Education, v. 41, issue 2, p. 162-182

Was this content written or created while at USF?

Yes

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