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

Sophia Han, Jolyn Blank, Ilene R,. Berson

Research output: Contribution to journalArticlepeer-review

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.

Original languageAmerican English
JournalJournal of Early Childhood Teacher Education
Volume41
DOIs
StatePublished - Jan 1 2020

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