Skip to main content

Advertisement

SpringerLink
Log in

Moving Towards Proficiency: A Grounded Theory Study of Early Childhood Teacher Candidates and Professional Development Schools

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

Abstract

Demands placed on early childhood teacher development, teacher candidates, and professionals who prepare future teachers, continue to increase. Although inquiry addresses high-stakes teacher development, research on programs in early childhood professional development schools as a pathway to mediate the increased demand is needed. The purpose of this study is to develop a framework to evaluate teacher candidate development that is aligned with state measures of teacher effectiveness in a professional development school. Constructivist grounded theory (Charmaz, Constructing grounded theory, Sage, 2014) guided the collection and analysis of forty-three semi-structured interviews. A theoretical framework of three interrelated categories was identified: Engaged Teacher Candidate, Professional Teacher Candidate, and Reflective Teacher Candidate. Even further, seven interrelated sub-categories in the teacher candidates’ development were identified: establish relationships, classroom management, technical aspects of teaching, teacher quality standards, professional dispositions, self-reflection, and goal setting. The overarching framework was named Proficient Teacher Candidate. The framework will be evaluated against a taxonomy of development in relation to a professional development school.

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

Fig. 1
Fig. 2
Fig. 3

Similar content being viewed by others

References

  • American Association of Colleges for Teacher Education (AACTE). (2018). A pivot toward clinical practices, its lexicon, and the renewal of educator preparation: A report of the AACTE Clinical Practice Commission. Retrieved from www.nacte.org/publications

  • Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s Taxonomy of educational objectives. New York: Longman.

    Google Scholar 

  • Aydin, S., Demirdogen, B., Nur Akin, F., Uzuntiryaki-Kondakci, E., & Tarkin, A. (2015). The nature and development of interaction among components of pedagogical content knowledge in practicum. Teaching and Teacher Education, 46, 37–50.

    Article  Google Scholar 

  • Bacharach, N., & Heck T. W. (2012). Voices from the field: Multiple perspectives on a co-teaching in student teaching model, The Renaissance Group, 1(1), 49–6. Retrieved from https://www.stcloudstate.edu/soe/coteaching/_files/documents/Renaissance_Article.pdf

  • Bacharach, N., Heck, T. W., & Dahlberg, K. (2010). Changing the face of student teaching through co-teaching. Action in Teacher Education, 32(1), 3–14. https://doi.org/10.1080/01626620.2010.10463538

    Article  Google Scholar 

  • Ball, D. L., & Forzani, F. (2009). The work of teaching and the challenge for teacher education. Journal of Teacher Education, 60, 497–511.

    Article  Google Scholar 

  • Baum, A., & Swick, K. J. (2008). Dispositions towards families and family involvement: Supporting preservice teacher development. Early Childhood Education Journal, 35, 579–584. https://doi.org/10.1007/s10643-007-0229-9

    Article  Google Scholar 

  • Beers, C. (2017). The use of a developmental continuum in early childhood clinical experiences: Building preservice teachers’ knowledge of cognitive development. Early Child Development and Care. https://doi.org/10.1080/03004430.2017.1374260

    Article  Google Scholar 

  • Beers, C. (2018). Seven layers of strength in a model childhood teacher preparation program. Action in Teacher Education, 40(1), 3–18. https://doi.org/10.1080/01626620.2018.1424661

    Article  Google Scholar 

  • Bloom, B.S., Englehart, M.D., Furst, E.J., Hill, W.H., & Krathwohl, D.R. (1956). Taxonomy of educational objectives: The classification of educational goals. Wisconson: Longmans.

    Google Scholar 

  • Bornfreund, L. A. (2011). Getting in sync: Revamping licensing and preparation for teachers in pre-k, kindergarten, and the early grades. Education Policy Program: New America Foundation.

    Google Scholar 

  • Boud, D., Keogh, R., & Walker, D. (1985). Promoting reflection in learning: A model. In D. Boud, R. Keogh, & D. Walker (Eds.), Reflection: Turning experience into learning (pp. 18–40). Kogan Page.

    Google Scholar 

  • Bowen, R. S. (2017). Understanding by design. Vanderbilt University Center for Teaching. Retrieved from https://cft.vanderbilt.edu/understanding-by-design/

  • Burn, K., & Mutton, T. (2015). A review of ‘research-informed clinical practice’ in initial teacher education. Oxford Review of Education, 41(2), 217–233. https://doi.org/10.1080/03054985.2015.1020104

    Article  Google Scholar 

  • Castle, S., Fox, R. K., & Fuhrman, C. (2009). Does professional development school preparation make a difference? A comparison of three teacher candidate studies. School-University Partnerships, 3(2), 58–68. Retrieved from https://eric.ed.gov/?id=EJ915871

  • Charmaz, K. (2014). Constructing grounded theory (2nd ed.). Sage.

    Google Scholar 

  • Clift, R. T., & Brady, P. (2005). Research on methods courses and field experiences. In M. Cochran-Smith & K. Zeichner (Eds.), Studying teacher education: The report of the AERA panel on research and teacher education (pp. 309–424). Lawrence Erlbaum.

    Google Scholar 

  • Cohen, E., Hoz, R., & Kaplan, H. (2013). The practicum in preservice teacher education: A review of empirical studies. Teacher Education, 24(4), 345–380.

    Google Scholar 

  • Cook, L., & Friend, M. (1995). Co-teaching: Guidelines for creating effective practices. Focus on Exceptional Children, 28(3), 1–17.

    Google Scholar 

  • Copple, C., & Bredekamp, S. (Eds.). (2009). Developmentally appropriate practice in early childhood programs: Serving children from birth through age eight (3rd ed.). NAEYC.

    Google Scholar 

  • Cruickshank, A., & Hall, E. (2015). Cultivating the scientist in every child: Using an exhibit as a catalyst for learning. Exchange, Messing About to Learn, 18–21. Retrived 11 Sep 2020 from http://www.hawkinscenters.org/uploads/2/5/8/5/25852696/cultivate_the_scientist_in_every_child.pdf

  • Da Ros-Voseles, D., & Moss, L. (2007). The role of dispositions in the education of future teacher. Young Children, 62(5), 90–98.

    Google Scholar 

  • Darling-Hammond, L. (2006). Constructing 21st century teacher education. Journal of Teacher Education, 57(3), 300–314. https://doi.org/10.1177/0022487105285962

    Article  Google Scholar 

  • Darling-Hammond, L., & Oakes, J. (2019). Preparing teachers for deeper learning. Harvard Education Press.

    Google Scholar 

  • Dewey, J. (1938). Experience and education. MacMillian Press.

    Google Scholar 

  • Fay, J., & Funk, D. (1995). Teaching with love and logic: Taking control of the classroom. Love and Logic Press.

    Google Scholar 

  • Frederiksen, H., Cooner, D., & Stevenson, C. (2011). Assessing teacher dispositions in pre-service teachers. Journal of College Teaching & Learning, 9(1), 39053. https://doi.org/10.19030/tlc.v9i1.6714

    Article  Google Scholar 

  • Garin, E., Burns, R. W., & Polly, D. (2018). The connection of the AACTE clinical practice report and the NAPDS nine essentials. PDS Partners: Bridging Research to Practice, 13(3), 5–7. Retrieved from https://signalisation2000.com/napds/wp-content/uploads/2018/08/pdsp-13-03-issue.pdf

  • Glaser, B. G., & Strauss, A. (1967). The discovery of grounded theory. Adeline.

    Google Scholar 

  • Goodlad, J. (1994). Educational renewal: Better teachers, better schools. Jossey-Bass.

    Google Scholar 

  • Grossman, P. L. (2010). Learning to practice: The design of clinical experience [Policy brief]. American Association of Colleges for Teacher Education & National Education.

  • Grossman, P., Compton, C., Igra, D., Rongeldt, M., Shahan, E., & Williamson, P. (2009).Teaching practice: A cross-professional perspective. Teachers College Record, 111(9), 2055–2100. Retrieved from http://www.tcrecord.org/

  • 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). Jossey-Bass.

    Google Scholar 

  • Hedges, H., & Gibbs, C. J. (2005). Preparation for teacher–parent partnerships: A practical experience with a family. Journal of Early Childhood Teacher Education, 26(2), 115–126. https://doi.org/10.1080/10901020590955770

    Article  Google Scholar 

  • Hedges, H., & Lee, D. (2010). ‘I understood the complexity within diversity’: Preparation for partnership with families in early childhood settings. Asia-Pacific Journal of Teacher Education, 38(4), 257–272. https://doi.org/10.1080/1359866X.2010.515939

    Article  Google Scholar 

  • Holmes Group. (1990). Tomorrow’s teachers: Principles for the design of PDSs. A report of the Holmes group. Holmes Group.

    Google Scholar 

  • Korth, B. B., & Baum, A. C. (2011). Teachers supporting future teachers: A critical part of early childhood teacher preparation. Young Children, 66(3), 20–26.

    Google Scholar 

  • Kriewaldt, J., & Turnidge, D. (2013). Conceptualising an approach to clinical reasoning in the education profession. Australian Journal of Teacher Education, 38(6), 103–115.

    Article  Google Scholar 

  • La Paro, K. M., Schagen, A. V., King, E., & Lippard, C. (2018). A systems perspective on practicum experiences in early childhood teacher education: Focus on interprofessional relationships. Early Childhood Education Journal, 46, 365–375. https://doi.org/10.1007/s10643-017-0872-8

    Article  Google Scholar 

  • Latham, N. I., & Vogt, W. P. (2007). Do professional development schools reduce teacher attrition? Evidence from a longitudinal study of 1,000 graduates. Journal of Teacher Education, 58(2), 153–167.

    Article  Google Scholar 

  • Lewis, A., Stevenson, C., Drager, J., & Castor, J. (2020). Putting to work the common lexicon and essential elements of early childhood professional development schools. PDS Partners: Bridging Research to Practice, 15(1), 16–23. https://doi.org/10.36099/15.1.35

    Article  Google Scholar 

  • Lim, C. I., Maxwell, K. L., Able-Boone, H., & Zimmer, C. R. (2009). Cultural and linguistic diversity in early childhood teacher preparation: The impact of contextual characteristics on coursework and practica. Early Childhood Research Quarterly, 24(1), 64–76.

    Article  Google Scholar 

  • Maynard, C., La Paro, K. M., & Johnson, A. V. (2014). Before student teaching: How undergraduate students in early childhood teacher preparation programs describe their early classroom-based experience. Journal of Early Childhood Teacher Education, 35(3), 244–261. https://doi.org/10.1080/10901027.2014.936070

    Article  Google Scholar 

  • McDonald, J. P. (1992). Teaching: Making sense of an uncertain craft. Teachers College Press.

    Google Scholar 

  • Merriam, S. (2009). Qualitative Research: A guide to design and implementation. Jossey-Bass.

    Google Scholar 

  • National Association for Professional Development Schools (NAPDS). (2008). What it means to be a professional development school: A statement by the executive council and board of directors of the national association for professional development schools. Retrieved 9 May 2018 from www.napds.org.

  • National Association for the Education of Young Children (NAEYC). (2009). NAEYC standards for early childhood professional preparation. Position statement. National Association for the Education of Young Children.

    Google Scholar 

  • National Council for Accreditation for Teacher Education (NCATE). (2008). Professional development schools. Retrieved 18 May 2015 from http://www.ncate.org/~/media/Files/caep/accreditation-resources/ncate-standards-2008.pdf?la=en.

  • National Council for Accreditation for Teacher Education (NACTE). (2010). Report of the blue ribbon panel on clinical preparation and partnerships for improved student learning. Transforming teacher education through clinical practices: A nation strategy to prepare effective teachers. Retrieved 8 Jan 2018 from http://caepnet.org/~/media/Files/caep/accreditation-resources/blue-ribbon-panel.pdf.

  • Nolan, A., & Sim, J. (2011). Exploring and evaluating levels of reflection in pre-service early childhood teachers. Australasian Journal of Early Childhood, 36(3), 122–130.

    Article  Google Scholar 

  • O’Brian, M., Stoner, J., Appel, K., & House, J. J. (2007). The first field experience: Perspectives of preservice and cooperating teachers. Teacher Education and Special Education: THe Journal of the Teacher Education Division of the Council for Exceptional Children, 30(4), 264–275.

    Article  Google Scholar 

  • Retallick, M. S., & Miller, G. (2010). Teacher preparation in career and technical education: A model for developing and researching early field experiences. Journal of Career and Technical Education, 25(1), 62–74.

    Article  Google Scholar 

  • Ritblatt, S. N., Garrity, S., Longstreth, S. L., Hokoda, A., & Potter, N. (2013). Early care and education matters: A conceptual model for early childhood teacher preparation integrating the key constructs of knowledge, reflection, and practice. Journal of Early Childhood Teacher Education, 34(1), 46–62.

    Article  Google Scholar 

  • Roth, W., & Tobin, K. (2004). Coteaching: From praxis to theory. Teachers & Teaching, 10(2), 161–180.

    Article  Google Scholar 

  • Sample, M. (2011). Teaching for enduring understanding. Retrieved 28 Mar 2020 from http://www.chronicle.com/blogs/profhacker/teaching-for-enduring-understanding/35243.

  • Sebald, A., Frederiksen, H., Decker, D., Roth, J., Fothergill, W., Cooner, D., Searle, J., Drager, J., Castor, J., Stevenson, C., & Lewis Roybal, A. (2019). Preparing educators for sustainability: One center’s journey. In T. E. Hodges & A. C. Baum (Eds.), Handbook of research on field-based teacher education. IGI Global.

    Google Scholar 

  • Sebald, A., Myers, A., Frederiksen, H., & Pike, E. (2021). Collaborative co-teaching during student teaching pilot project: What difference does context make? Journal of Education. https://doi.org/10.1177/00220574211016403

    Article  Google Scholar 

  • Vartuli, S., Snider, K., & Holley, M. (2016). Making it real: A practice-based early childhood teacher education program. Early Childhood Education Journal, 44, 503–514. https://doi.org/10.1007/s10643-015-0733-2

    Article  Google Scholar 

  • Weinberg, A. E., Sebald, A., Stevenson, C. A., & Wakefield, W. (2020). Toward conceptual clarity: A scoping review of coteaching in teacher education. Journal of Teacher Education, 55(2), 190–213. https://doi.org/10.1080/08878730.2019.1657214

    Article  Google Scholar 

  • Whitebook, M., Austin, L. J., Ryan, S., Kipnis, F., Almaraz, M., & Sakai, L. (2012). By default or by design? Variations in higher education programs for early care and education teachers and their implications for research methodology, policy, and practice. Center for the study of child care employment. Retrieved from https://eric.ed.gov/?id=ED543247

  • Wiggins, G., & McTighe, J. (1998). Backward design. In R. S. Bowen (Ed.), Understanding by design (pp. 13–34). Association for Supervision and Curriculum Development.

    Google Scholar 

  • Wiggins, G., & McTighe, J. (2005). Understanding by design. Association for Supervision and Curriculum Development.

    Google Scholar 

  • Wiggins, G., & McTighe, J. (2012). Understanding by design framework. Association for Supervision and Curriculum Development.

    Google Scholar 

  • Wilkerson, J. R., & Lang, W. S. (2007). Assessing teacher disposition: Five standards-based steps to valid measurement using the DAATS model. Corwin Press.

    Google Scholar 

  • Wong, H. K., & Wong, R. T. (2009). The first days of school: How to be an effective teacher. Harry K. Wong Publishing.

    Google Scholar 

  • Zeichner, K. (2010). Rethinking the connections between campus courses and field experiences in college-and university-based teacher education. Journal of Teacher Education, 61, 89–99. https://doi.org/10.1177//0022487109347671

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. School of Education, Early Childhood Education, Center for Educator Preparation, Colorado State University, 1588 Campus Delivery, Fort Collins, CO, 80523, USA

    Angela Roybal-Lewis

Authors
  1. Angela Roybal-Lewis
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Angela Roybal-Lewis.

Ethics declarations

Conflict of interest

The author has no known conflict of interest or funding to disclose.

Additional information

Publisher's Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Roybal-Lewis, A. Moving Towards Proficiency: A Grounded Theory Study of Early Childhood Teacher Candidates and Professional Development Schools. Early Childhood Educ J 50, 913–924 (2022). https://doi.org/10.1007/s10643-021-01229-7

Download citation

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10643-021-01229-7

Keywords

Search

Navigation