414
Views
2
CrossRef citations to date
0
Altmetric
Research Articles

Preservice Teacher Learning within a Kindergarten Internship: Insights for Early Childhood Teacher Educators

&
Pages 284-304 | Received 18 Oct 2013, Accepted 25 Apr 2014, Published online: 16 Sep 2014

References

  • Anagnostopoulos, D., Smith, E. R., & Basmadjian, K. G. (2007). Bridging the university-school divide: Horizontal expertise and the “two-worlds pitfall.” Journal of Teacher Education, 58, 138–152.
  • Basmadjian, K. G. (2011). Learning to balance assistance with assessment: A scholarship of field instruction. The Teacher Educator, 46, 98–125.
  • Beauchamp, C., & Thomas, L. (2011). New teachers' identity shifts at the boundary of teacher education and initial practice. International Journal of Educational Research, 50, 6–13.
  • Biggam, S. C., & Hyson, M. C. (2014). The common core state standards and developmentally appropriate practices: Creating a relationship. In C. Copple, S. Bredekamp, D. Koralek, & K. Charner (Eds.), Developmentally appropriate practice: Focus on kindergarteners (pp. 95–112). Washington, DC: National Association of the Education of Young Children.
  • Borko, H., & Mayfield, V. (1995). The roles of the cooperating teacher and university supervisor in learning to teach. Teaching and Teacher Education, 11, 501–518.
  • Boyer, E. L. (1990). Scholarship reconsidered: Priorities of the professoriate. New York, NY: Carnegie Foundation for the Advancement of Teaching.
  • Bronfenbrenner, U. (1994). Ecological models of human development. International Encyclopedia of Education, 3, 1643–1647.
  • Burns, R. W. (2013, April). Conceptualizing the pedagogical skills of supervisors. Paper presented at the Annual Meeting of American Educational Research Association, San Francisco, CA.
  • Castle, K. (2012). Early childhood teacher research: From questions to results. New York, NY: Routledge.
  • Copple, C., & Bredekamp, S. (Eds.). (2009). Developmentally appropriate practice in early childhood programs (3rd ed.). Washington, DC: National Association of the Education of Young Children.
  • Creswell, J. W. (2008). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (3rd ed.). Upper Saddle River, NJ: Pearson.
  • Feiman-Nemser, S., & Buchmann, M. (1985). Pitfalls of experience in teacher preparation. Teachers College Record, 87, 255–273.
  • Fernandez, M., & Erbilgin, E. (2009). Examining the supervision of mathematics student teachers through analysis of conference communications. Educational Studies in Mathematics, 72, 93–110.
  • Fromberg, D. P. (2007). Kindergarten education and early childhood teacher education in the United States status at the start of the 21st century. Journal of Early Childhood Teacher Education, 27, 65–85.
  • Gallant, P. A. (2009). Kindergarten teachers speak out: Too much, too soon, too fast! Reading Horizons, 49(3), 3–23.
  • Goldstein, L. S. (2007). Beyond the DAP versus standards dilemma: Examining the unforgiving complexity of kindergarten teaching in the United States. Early Childhood Research Quarterly, 22, 39–54.
  • Goldstein, L. S. (2008). Kindergarten teachers making “street-level” education policy in wake of No Child Left Behind. Early Education and Development, 19, 448–478.
  • Graue, E. (2008). Teaching and learning in a post-DAP world. Early Education and Development, 19, 441–447.
  • Graue, E. (2009). Reimagining kindergarten: Restoring a developmental approach when accountability demands are pushing formal instruction on the youngest learners. School Administrator, 66(10), 10–15.
  • Graue, E., Karabon, A., & Delaney, K. (2012). Learning to love your noisy neighbor: A principals' guide to the education of young children. In G. Theoharis & J. S. Brooks (Eds.), What every principal needs to know to create equitable and excellent schools (pp. 110–129). New York, NY: Teachers College Press.
  • Helm, J., & Katz, L. (2010). Young investigators: The project approach in the early years. New York, NY: Teachers College Press.
  • Hennisson, P., Crasborn, F., Brouwer, N., Korthagen, F., & Bergen, T. (2007). Clarifying pre-service teacher perceptions of mentor teachers' developing use of mentoring skills. Teaching and Teacher Education, 27, 1049–1058.
  • Housego, B. (1992). Monitoring student teachers' feeling of preparedness to teach, personal teaching efficacy, and teaching efficacy in a new secondary teacher education program. Alberta Journal of Educational Research, 38(1), 49–64.
  • Hoy, W. K., & Woolfolk, A. E. (1990). Socialization of student teachers. American Educational Research Journal, 27, 279–300.
  • Hyslop-Margison, E. J., & Sears, A. M. (2010). Enhancing teacher performance: The role of professional autonomy. Interchange, 41(1), 1–15.
  • Kagan, S. L., & Kauerz, K. (2006). Making the most of kindergarten: Trends and policy issues. In D. F. Gullo (Ed.), K today: Teaching and learning in the kindergarten year (pp. 161–170). Washington, DC: National Association for the Education of Young Children.
  • National Association for the Education of Young Children (NAEYC). (2002). Early learning standards: Creating the conditions for success. Executive Summary. Washington, DC: Author.
  • National Association for the Education of Young Children (NAEYC). (2012). The Common Core State Standards: Caution and opportunity for early childhood education. Washington, DC: Author.
  • National Council for Accreditation of Teacher Education (NCATE) Blue Ribbon Panel of Clinical Preparation and Partnerships for Improved Student Learning. (2010). Transforming teacher education through clinical practice: A national strategy to prepare effective teachers. Washington, DC: Author.
  • Perry, G., Henderson, B., & Meier, D. R. (Eds.). (2012). Our inquiry, Our practice: Undertaking, supporting, and learning from early childhood teacher research(ers). Washington, DC: National Association for the Education of Young Children.
  • Phillips, E. C., & Scrinzi, A. (2014). What is developmentally appropriate practice? In C. Copple, S. Bredekamp, D. Koralek, & K. Charner (Eds.), Developmentally appropriate practice: Focus on kindergarteners (pp. 1–4). Washington, DC: National Association of the Education of Young Children.
  • Power, B., & Perry, C. (2002). True confessions of student teaching supervisors. Phi Delta Kappan, 83(5), 406–413.
  • Ronfeldt, M. (2012). Where should student teachers learn to teach? Effects of field placement school characteristics on teacher retention and effectiveness. Educational Evaluation and Policy Analysis, 34(1), 3–26.
  • Smagorinsky, P., Cook, L. S., Moore, C., Jackson, A. Y., & Fry, P. G. (2004). Tensions in learning to teach: Accommodation and the development of a teaching identity. Journal of Teacher Education, 55, 8–24.
  • Strauss, A., & Corbin, J. (1998). Basics of qualitative research: Techniques and procedures for developing grounded theory (2nd ed.). Thousand Oaks, CA: Sage.
  • Stringer, E., & Dwyer, R. (2005). Action research in human service. Upper Saddle River, NJ: Pearson.
  • Tomlinson, H. B. (2014). An overview of development in the kindergarten year. In C. Copple, S. Bredekamp, D. Koralek, & K. Charner (Eds.), Developmentally appropriate practice: Focus on kindergarteners (pp. 21–56). Washington, DC: National Association of the Education of Young Children.
  • Tripp, L. O., & Eick, C. J. (2008). Match-making to enhance the mentoring relationship in student teaching: Learning from a simple personality instrument. Electronic Journal of Science Education, 12(2), 1–26.
  • Tschannen-Moran, M., Woolfok Hoy, A., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68, 202–248.
  • Valencia, S. W., Martin, S. D., Place, N. A., & Grossman, P. (2009). Complex interactions in student teaching: Lost opportunities for learning. Journal of Teacher Education, 60, 304–322.
  • Vecchiotti, S. (2003). Kindergarten: an overlooked educational policy priority. Social Policy Report, 17(2), 3–19.
  • Ward, C. J., Nolen, S. B., & Horn, I. S. (2011). Productive friction: Conflict in student teaching creating opportunities for learning. International Journal of Educational Research, 50, 14–20.
  • Weinstein, C. S. (1998). “I want to be nice, but I have to be mean”: Exploring prospective teachers' conceptions of caring and order. Teaching and Teacher Education, 14, 153–164.
  • Wien, C. A. (1995). Developmentally appropriate practice in “real life”: Stories of teacher practical knowledge. New York, NY: Teachers College Press.
  • Wien, C. A. (2004). Negotiating standards in the primary classroom: The teacher's dilemma. New York, NY: Teachers College Press.
  • Zeichner, K. (2010). Rethinking the connections between campus courses and field experiences in college and university based teacher education. Journal of Teacher Education, 61, 89–99.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.