Confronting existing challenges and meeting new demands in early childhood education using program-university collaborative models

ABSTRACT

The purpose of this article is to share the results of a qualitative research study designed to shed light on the experiences of educators, administrators, and a teacher educator participating in a program-university collaborative model. This study conducted surveys, interviews, and classroom observations to explore understandings of recently adopted Pre-K Common Core Standards, feelings of self-efficacy about implementation, and perceptions of the benefits and challenges of participating in a program-university collaborative model for professional development and mentoring. Data revealed three primary themes—early childhood educators anticipate benefits and challenges to implementing Pre-K CCS; they may have limited professional preparation for working with young children; and they perceive both benefits and challenges from participating in a program-university collaborative model. Building on these data, the author provides an argument for early childhood teacher educators to take an expanded role in a civic engagement framework for professional development as a way to build the capacity of early childhood education to meet existing challenges and new demands.