Before Student Teaching: How Undergraduate Students in Early Childhood Teacher Preparation Programs Describe Their Early Classroom-Based Experience

References

• Creswell, J. W. (2007). Qualitative inquiry & research design: Choosing among five approaches. Thousand Oaks, CA: Sage Publishing.
   Google Scholar
• Darling-Hammond, L. (2005). Professional development schools: Schools for developing a profession (2nd ed.). New York, NY: Teachers College Press.
   Google Scholar
• Darling-Hammond, L. (2006). Constructing 21st century teacher education. Journal of Teacher Education, 57(3), 300–314.
   Web of Science ®Google Scholar
• Darling-Hammond, L. (2010). Teacher education and the American future. Journal of Teacher Education, 61(1–2) 35–47.
   Web of Science ®Google Scholar
• Darling-Hammond, L., Chung, R., & Frelow, F. (2002). How well do different pathways prepare teachers to teach? Journal of Teacher Education, 53, 286–302. doi:10.1177/0022487102053004002
   Web of Science ®Google Scholar
• Edens, K. M. (2000). Promoting communication, inquiry and reflection in an early practicum experience via an on-line discussion group. Action in Teacher Education, 22(2A), 14–23.
   Google Scholar
• Hudson, L., Bergin, D., & Chayst, C. (1993). Enhancing culturally responsive pedagogy: Problems and possibilities. Teacher Education Quarterly, 20(3), 5–17.
   Google Scholar
• Kipnis, F., Whitebook, M., Almaraz, M., Sakai, L., & Austin, L. J. E. (2012). Learning together: A study of six B.A. completion cohort programs in early care and education. Year 4. Berkeley, CA: Center for the Study of Child Care Employment, University of California, Berkeley.
   Google Scholar
• National Council for Accreditation of Teacher Education (NCATE). (2010). Transforming teacher education through clinical practice: A national strategy to prepare effective teachers. Washington, DC: Author.
   Google Scholar
• Oxford, R. L. (1997). Constructivism: Shape-shifting, substance, and teacher education applications. Peabody Journal of Education, 72, 35–66.
   Google Scholar
• Prawat, R. S. (1992). Teachers’ beliefs about teaching and learning: A constructivist perspective. American Journal of Education, 100(3), 354–395.
   Web of Science ®Google Scholar
• Resnick, L. B. (1989). Introduction in L. B. Resnick ( Ed.), Knowing, learning, and instruction: Essays in honor of Robert Glaser ( pp. 1–24). Hillsdale, NJ: Lawrence Erlbaum Associates.
   Google Scholar
• Ross, J. A. (1992). Teacher efficacy and the effect of coaching on student achievement. Canadian Journal of Education, 17(1), 51–65.
   Google Scholar
• Tschannen-Moran, M., Woolfolk Hoy, A., Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68, 202–248.
   Web of Science ®Google Scholar
• Weinstein, C. S. (1989). Teacher education students’ preconceptions of teaching. Journal of Teacher Education, 40(2), 53–60.
   Web of Science ®Google Scholar
• Wertz, F. J. (2005). Phenomenological research methods for counseling psychology. Journal of Counseling Psychology, 52, 167–177. doi: 10.1037/0022
   Web of Science ®Google Scholar
• Whitebrook, M., Sakiai, L., Kipnis, F., Bellm, D., & Almaraz, M. (2009). Learning together: A study of six B.A. completion cohort programs in early care and education. Year II report. Berkeley, CA: Center for the Study of Child Care Employment, University of California at Berkeley.
   Google Scholar
• Woolfolk, A. E., & Hoy, W. K. (1990). Prospective teachers’ sense of efficacy and beliefs about control. Journal of Educational Psychology, 82, 81–9.
   Web of Science ®Google Scholar
• Woullard, R., & Coats, L. T. (2004). The community college role in preparing future teachers: The impact of a mentoring program for preservice teachers. Community College Journal of Research and Practice, 28, 609–624.
   Google Scholar
• Zeichner, K. (2010). Rethinking the connections between campus courses and field experiences in college- and university-based teacher education. Journal of Teacher Education, 61(1–2), 89–99.
   Web of Science ®Google Scholar