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Journal of Early Childhood Teacher Education Volume 27, 2006 - Issue 3
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Innovations in Early Childhood Teacher Education: Reflections on Practice

The Best of Both Worlds: Combining ECE and ECSE Philosophies and Best Practices Through a Coteaching Model

Kari Chiasson University of North Dakota, Grand Forks, North Dakota, USA
,
Jo-Anne Yearwood University of North Dakota, Grand Forks, North Dakota, USA
&
Glenn Olsen University of North Dakota, Grand Forks, North Dakota, USACorrespondence[email protected]
Pages 303-312 | Received 22 Feb 2006, Accepted 24 May 2006, Published online: 23 Feb 2007

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Nancy Farstad Peck & Lance S. Neeper. (2022) Early childhood preservice teachers’ self-efficacy related to inclusion and professional roles via a co-taught field-based course. Journal of Early Childhood Teacher Education 43:2, pages 236-250.
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LindaL. Hestenes, Karen Laparo, Catherine Scott-Little, Swetha Chakravarthi, JoannaK. Lower, Angie Cranor, DeborahJ. Cassidy & Judith Niemeyer. (2009) Team Teaching in an Early Childhood Interdisciplinary Program: A Decade of Lessons Learned. Journal of Early Childhood Teacher Education 30:2, pages 172-183.
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Articles from other publishers (2)

Heather Coleman, Rachel Boit, Lisa Butterworth, Karen La Paro, Tyla Ricks, Linda Hestenes, Merve Ozdemir & Aliyah Janeen Aal-Anubia. (2023) Effective teaching strategies: Pre-service teachers’ experiences in team taught courses in an interdisciplinary Early Childhood teacher education program. Teaching and Teacher Education 121, pages 103937.
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Ann I. Nevin, Jacqueline S. Thousand & Richard A. Villa. (2009) Collaborative teaching for teacher educators—What does the research say?. Teaching and Teacher Education 25:4, pages 569-574.
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