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Revisiting reflective practice in an era of teacher education reform: A self-study of an early childhood teacher education program.

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Title: Revisiting reflective practice in an era of teacher education reform: A self-study of an early childhood teacher education program.
Authors: Han, Sophia1 (AUTHOR) han1@usf.edu, Blank, Jolyn1 (AUTHOR), Berson, Ilene R.1 (AUTHOR)
Source: Journal of Early Childhood Teacher Education. Apr-Jun2020, Vol. 41 Issue 2, p162-182. 21p. 5 Charts.
Subject Terms: *Early childhood teachers, *Early childhood education, *Teacher education, *Educational change, *Reflective learning, *Government policy, Quality (Philosophy)
Geographic Terms: United States
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. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Early Childhood Teacher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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PubType: Academic Journal
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  Data: Revisiting reflective practice in an era of teacher education reform: A self-study of an early childhood teacher education program.
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  Data: <searchLink fieldCode="AR" term="%22Han%2C+Sophia%22">Han, Sophia</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> han1@usf.edu</i><br /><searchLink fieldCode="AR" term="%22Blank%2C+Jolyn%22">Blank, Jolyn</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Berson%2C+Ilene+R%2E%22">Berson, Ilene R.</searchLink><relatesTo>1</relatesTo> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Early+Childhood+Teacher+Education%22">Journal of Early Childhood Teacher Education</searchLink>. Apr-Jun2020, Vol. 41 Issue 2, p162-182. 21p. 5 Charts.
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  Data: *<searchLink fieldCode="DE" term="%22Early+childhood+teachers%22">Early childhood teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Early+childhood+education%22">Early childhood education</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+education%22">Teacher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+change%22">Educational change</searchLink><br />*<searchLink fieldCode="DE" term="%22Reflective+learning%22">Reflective learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Government+policy%22">Government policy</searchLink><br /><searchLink fieldCode="DE" term="%22Quality+%28Philosophy%29%22">Quality (Philosophy)</searchLink>
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  Data: 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. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Early Childhood Teacher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/10901027.2019.1632993
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      – Code: eng
        Text: English
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        PageCount: 21
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      – SubjectFull: Early childhood teachers
        Type: general
      – SubjectFull: Early childhood education
        Type: general
      – SubjectFull: Teacher education
        Type: general
      – SubjectFull: Educational change
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      – SubjectFull: Reflective learning
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      – SubjectFull: Government policy
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      – SubjectFull: Quality (Philosophy)
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      – SubjectFull: United States
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      – TitleFull: Revisiting reflective practice in an era of teacher education reform: A self-study of an early childhood teacher education program.
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            NameFull: Han, Sophia
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            NameFull: Blank, Jolyn
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            NameFull: Berson, Ilene R.
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            – D: 01
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              Text: Apr-Jun2020
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              Y: 2020
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