Skip to main content
SpringerLink
Log in

Student Teaching Within Early Childhood Teacher Preparation Programs: An Examination of Key Features Across 2- and 4-Year Institutions

  • Published:
Early Childhood Education Journal Aims and scope Submit manuscript

Abstract

Early childhood teacher preparation programs play a critical role in preparing teachers to work with young children, yet the field knows relatively little about how these programs carry out this important function. The culminating classroom-based experience, generally termed “student teaching”, is an important component in teacher preparation. The current study presents descriptive data from a survey of 103, 2- and 4-year early childhood teacher preparation programs related to key features of student teaching in these programs, including field placement sites, criteria for cooperating teachers, and student requirements. Comparisons of 2- and 4-year programs show several areas of similarity as well as some differences, with 4-year programs generally requiring more intense student teaching experiences. The findings are discussed in terms of the different foci in for 2- and 4-year programs and suggest that additional effort to strengthen and perhaps establish some consistent expectations for student teaching experiences may be useful.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Similar content being viewed by others

References

  • American Association of Colleges for Teacher Education (AACTE). (2010). Reforming teacher preparation: The critical clinical component: AACTE Day on the Hill, 16–17.

  • Anderson, L., & Stillman, J. (2011). Student teaching for a “specialized” view of professional practice? Opportunities to learn in and for urban, high-needs schools. Journal of Teacher Education, 62(5), 446–464.

    Article  Google Scholar 

  • Barab, S. A., & Duffy, T. M. (2000). From practice fields to communities of practice. In D. H. Jonassen & S. M. Land (Eds.), Theoretical Foundations of Learning Environments (pp. 25–65). Mahwah, NJ: Lawrence Erlbaum.

    Google Scholar 

  • Bullough, R. V., & Draper, R. J. (2004). Making sense of the failed triad: Mentors, university supervisors, and positioning theory. Journal of Teacher Education, 55(5), 407–420.

    Article  Google Scholar 

  • Butler, B. M., & Cuenca, A. (2012). Conceptualizing the roles of mentor teachers during student teaching. Action in Teacher Education, 34(4), 296–308.

    Article  Google Scholar 

  • Cherrington, S., & Loveridge, J. (2014). Using video to promote early childhood teachers’ thinking and reflection. Teaching and Teacher Education, 41, 42–51.

    Article  Google Scholar 

  • Darling-Hammond, L. (Ed.). (1994). Professional development schools: Schools for developing a profession. New York: Teachers College Press.

    Google Scholar 

  • Darling-Hammond, L. (2010). Teacher education and the American future. Journal of Teacher Education, 61(1–2), 35–47.

    Article  Google Scholar 

  • Early, D. M., & Winton, P. J. (2001). Preparing the workforce: Early childhood teacher preparation at 2- and 4-year institutions of higher education. Early Childhood Research Quarterly, 16(3), 285–306.

    Article  Google Scholar 

  • Early, D. M., Bryant, D. M., Pianta, R. C., Clifford, R., Burchinal, M. R., Ritchie, S., et al. (2006). Are teachers’ education, major, and credential related to classroom quality and children’s academic gains in pre-kindergarten? Early Childhood Research Quarterly, 21, 174–195.

    Article  Google Scholar 

  • Early, D. M., Maxwell, K. L., Burchinal, M., Alva, S., Bender, R. H., Bryant, D., et al. (2007). Teachers’ education, classroom quality, and young children’s academic skills: Results from seven studies of preschool programs. Child Development, 78(2), 558–580.

    Article  Google Scholar 

  • Feiman-Nemser, S., & Buchmann, M. (1985). The first year of teacher preparation: Transition to pedagogical thinking? East Lansing, MI: Institute for Research on Teaching, Michigan State University.

    Google Scholar 

  • Hall, K. M., Draper, R. J., Smith, L. K., & Bullough, R. V. Jr. (2008). More than a place to teach: Exploring the perceptions of the roles and responsibilities of mentor teachers. Mentoring and Tutoring: Partnership in Learning, 16(3), 328–345.

    Article  Google Scholar 

  • Hammerness, K., Darling-Hammond, L., & Bransford, J. (2005). How teachers learn and develop. In L. Darling-Hammond & J. Bransford (Eds.), Preparing teachers for a changing world (pp. 358–389). San Francisco: Jossey-Bass.

    Google Scholar 

  • Hyson, M., Tomlinson, H. B., & Morris, C. A. S. (2009). Quality improvement in early childhood teacher education: Faculty perspectives and recommendations for the future. Early Childhood Research and Practice, 11(1). Retrieved from http://ecrp.uiuc.edu/v11n1/hyson.html.

  • Institute of Medicine (IOM) and National Research Council (NRC). (2015). Transforming the workforce for children birth through age 8: A unifying foundation. Washington, DC: The National Academies Press.

    Google Scholar 

  • La Paro, K. M., Scott-Little, C., Eijimofor, A., Sumrall, T., Kintner-Duffy, V., Pianta, R. C., et al. (2014). Student teaching feedback and evaluation: Results from a seven state survey. Journal of Early Childhood Teacher Education, 35(4), 318–336.

    Article  Google Scholar 

  • LoCasale-Crouch, J., Konold, T., Pianta, R., Howes, C., Burchinal, M., Bryant, D., et al. (2007). Observed classroom quality profiles in state-funded pre-kindergarten programs and associations with teacher, program, and classroom characteristics. Early Childhood Research Quarterly, 22(1), 3–17.

    Article  Google Scholar 

  • Mau, R. Y. (1997). Concerns of student teachers: Implications for improving the practicum. Asia-Pacific Journal of Teacher Education, 25(1), 53–65.

    Article  Google Scholar 

  • Maxwell, K. L., Lim, C. I., & Early, D. M. (2006). Early childhood teacher preparation programs in the United States: National report. Chapel Hill, NC: The University of North Carolina, FPG Child Development Institute.

    Google Scholar 

  • Mitchell, J., & Marland, P. (1989). Research on teacher thinking: The next phase. Teaching and Teacher Education, 5(2), 115–128.

    Article  Google Scholar 

  • National Association for the Education of Young Children (NAEYC) (2009). NAEYC standards for early childhood professional preparation. Position Statement. Washington, DC: National Association for the Education of Young Children.

    Google Scholar 

  • National Council for the Accreditation for Teacher Education (NCATE). (2010). Transforming teacher education through clinical practice: A national strategy to prepare effective teachers. Washington, DC: National Council for the Accreditation for Teacher Education.

    Google Scholar 

  • National Institute of Child Health and Human development (NICHD) Early Child Care Research Network. (2005). Child care and child development: Results from the NICHD study of early child care and youth development. New York: The Guilford Press.

    Google Scholar 

  • Toohey, S., Ryan, G., & Hughes, C. (1996). Assessing the practicum. Assessment and Evaluation in Higher Education, 21(3), 215–227.

    Article  Google Scholar 

  • Zeichner, K. M. (2010). Rethinking the connections between campus courses and field experiences in college-and university-based teacher education. Journal of Teacher Education, 61(1–2), 89–99.

    Article  Google Scholar 

  • Zeichner, K. M., Melnick, S., & Gomez, M. L. (1996). Currents of reform in preservice teacher education. New York: Teachers College Press.

    Google Scholar 

Download references

Acknowledgments

The research reported herein was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305A060021 to the University of Virginia. The opinions expressed are those of the authors and do not represent views of the U.S. Department of Education.

Author information

Authors and Affiliations

  1. Department of Family and Child Studies, Reich College of Education, Appalachian State University, Boone, NC, USA

    Teressa C. Sumrall

  2. Department of Human Development and Family Studies, School of Health and Human Sciences, University of North Carolina at Greensboro, Greensboro, NC, USA

    Catherine Scott-Little & Karen M. La Paro

  3. Center for Advanced Study of Teaching and Learning, University of Virginia, Charlottesville, VA, USA

    Robert C. Pianta, Bridget Hamre & Jason Downer

  4. Frank Porter Graham Child Development Institute, University of North Carolina, Chapel Hill, NC, USA

    Margaret Burchinal

  5. Department of Education, University of California, Los Angeles, CA, USA

    Carollee Howes

Authors
  1. Teressa C. Sumrall
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Catherine Scott-Little
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Karen M. La Paro
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. Robert C. Pianta
    View author publications

    You can also search for this author in PubMed Google Scholar

  5. Margaret Burchinal
    View author publications

    You can also search for this author in PubMed Google Scholar

  6. Bridget Hamre
    View author publications

    You can also search for this author in PubMed Google Scholar

  7. Jason Downer
    View author publications

    You can also search for this author in PubMed Google Scholar

  8. Carollee Howes
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Catherine Scott-Little.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Sumrall, T.C., Scott-Little, C., La Paro, K.M. et al. Student Teaching Within Early Childhood Teacher Preparation Programs: An Examination of Key Features Across 2- and 4-Year Institutions. Early Childhood Educ J 45, 821–830 (2017). https://doi.org/10.1007/s10643-016-0830-x

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10643-016-0830-x

Keywords

Search

Navigation