Based on Vygotsky's sociocultural theory and Dewey's progression education, the purpose of this mixed methods inquiry was to study the differences in teacher candidates' perceptions in two types of community colleges: the ones that have early childhood education lab schools and those without these schools. Teacher candidates who enrolled in a student teaching course during Spring 2019-2020 semesters in seven community colleges were invited for this study. Quantitative data (n=214) showed a significant difference in perceived feedback from practice supervisors between teachers within the two types of colleges, but not in perceived relevance on knowledge and practice and subject and practice. Qualitative data (n=167) showed that teacher candidates with lab schools on campus had consistent interactions with practice supervisors while the experiences and the interaction varied for teacher candidates without lab schools. Several recommendations were offered based on the results of the study. (author abstract)
The effectiveness and necessity of early childhood education laboratory schools on community college campuses
Description:
Resource Type:
Reports & Papers
Country:
United States
- You May Also Like
These resources share similarities with the current selection.
An early childhood research laboratory framework: Necessity the mother of invention
Other
Tribal college and university early childhood education initiatives: Strengthening systems of care and learning with native communities from birth to career
Reports & Papers
Myrna’s Children’s Village: Reflections on a dynamic early childhood laboratory school community in southern New Mexico
Reports & Papers