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Reimagining teacher education to attract and retain the early childhood workforce: Addressing the needs of the "nontraditional" student

This chapter will offer examples of university early childhood teacher education programs that are actively contending with traditionally structured programmatic obstacles, are employing narrative pedagogies, which encourage students to consider their "lived situatedness" (McLaren & da Silva, 1993, p. 69), and are developing programs that make use of mentoring and cohort models (see Chu, Martinez-Griego, & Cronin, 2010; Exposito & Bernheimer, 2012; Garavuso, 2010; Haynes Writer & Oesterreich, 2011; Kipnis, Whitebook, Almaraz, Sakai, & Austin, 2012). (author abstract)
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