Glimpses of Becoming an Early Childhood Teacher: A Teacher Educator's Perspective

ABSTRACT

Despite much research, there is no consensus about the positive contribution, if any, of teacher education in the development of student teachers. I believe that if more of us in teacher education told our stories, the field would benefit. It is unlikely that we would arrive at a consensus but our understandings of teacher education as a complex professional undertaking would be expanded. Consequently, I am presenting in this paper an account of my work with one of my advisees, Kate, as she moved through a two-year Master's degree program in early childhood education. Using observations and conversations about her teaching with Lydia, my graduate assistant, and me, I have tried to connect qualitatively a few of those aspects of the teacher education program for which I am responsible with Kate's development as a teacher. In my work as a teacher educator, I focus upon aspects of students' personal practical knowledge embedded as this is in their personal and professional lives. Kate came to the program expressing a commitment to holistic education. This commitment was supported by espoused values, beliefs, and images. However, these were pulled from within by conflicts. We worked together to lessen these tensions as I describe in the article.