Seven Layers of Strength in a Model Early Childhood Teacher Preparation Program

ABSTRACT

The purpose of this qualitative study was to propose a framework for the types of practices and ideologies that the most successful clinical-based, early childhood teacher education programs use to prepare their preservice teachers for the profession. Grounded theory methods guided the collection and analysis of data. Participants included preservice teachers and faculty members from three model universities. The researcher collected data from semistructured interviews, open-ended surveys, and university documents. Data analysis resulted in a framework that explains clinical practice across model early childhood teacher preparation programs. Findings suggest that seven layers of strength contribute to the programs’ expertise in preparing their preservice teachers.

KEYWORDS:

• Teacher preparation
• clinical experiences
• early childhood education

Additional information

Funding

This work was partially funded by the National Association of Early Childhood Teacher Educators Foundation (NAECTEF).

Notes on contributors

Courtney Beers

Courtney Beers is an assistant professor of early childhood education at the University of Oklahoma.