An Examination of Time Allocation in Early Childhood Teacher Candidates’ Clinical Field Placements

Hartman, Sara L.; Heß, Michael; Lowery, Charles L.; Kennedy, Christopher; Mazid, Imran; McClain, Madison Paige; Mowrer, Cathy; Kennedy, Marcy Keifer

doi:10.1080/01626620.2020.1820404

Cited by 2 publications

(1 citation statement)

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“…Hence, it is crucial to further explore how educators better bridge coursework and fieldwork more explicitly (Peltier et al, 2021). For example, Ohio University's early childhood program has been nationally recognized for its Clinical Model of teacher education (see Hartman, et al, 2020).…”

Section: Discussionmentioning

confidence: 99%

Cross-cultural research on early childhood teacher education curriculum design

He,

Li,

Fanoos

et al. 2023

Research in Comparative and International Education

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This study was an attempt to compare the distinctive features in current Early Childhood Teacher Education (ECTE) curricula conducted at two universities, one in China, and one in the US. Document reviews, interviews, and questionnaires shed light on the two different approaches to curriculum design. Two program directors and 25 participants, viewed as “cultural outsiders,” were recruited. Results showed that the US model could be viewed as “deep” learning while the Chinese model was seen as “broad” learning. The US ECTE curriculum focused on a robust connection between general education and professional courses, strong standards, content-centered professional courses, multiple cultures, and more credit for field experience. The ECTE curriculum at the Chinese university provided a wide variety of general education and professional courses, arts-related professional courses, national cultures, and more modalities for field experience. This study also examined the impact of culture and society on the ECTE curriculum design.

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Section: Discussionmentioning

confidence: 99%