Strengthening the Knowledge, Skills, and Professional Identity of Early Educators: The Impact of the California SEIU Early Educator Apprenticeship Program

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Autor/inn/en	Copeman Petig, Abby; Chávez, Raúl; Austin, Lea J. E.
Institution	University of California, Berkeley. Center for the Study of Child Care Employment
Titel	Strengthening the Knowledge, Skills, and Professional Identity of Early Educators: The Impact of the California SEIU Early Educator Apprenticeship Program
Quelle	(2019), (47 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Early Childhood Teachers; Apprenticeships; State Programs; Teacher Education Programs; Student Characteristics; Program Effectiveness; Early Childhood Education; Student Attitudes; Employer Attitudes; Professional Identity; Faculty Mobility; Well Being; Barriers; Educational Change; Teacher Employment; Educational Attainment; Income; Teaching Skills; Teacher Characteristics; California + Suchen Sie Ihr Suchwort? Early childhood; Early childhood education; Teacher; Teachers; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende; Apprenticeship; Lehre; Regierungsprogramm; Education; Schülerverhalten; Arbeitgeberinteresse; Well-being; Wellness; Wohlbefinden; Bildungsreform; Bildungsabschluss; Bildungsgut; Einkommen; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Kalifornien
Abstract	Educational expectations are rising across the field of early childhood care and education (ECE) as a growing body of research demonstrates the critical importance of early educator knowledge and skills in promoting children's development and learning. Many ECE professionals eager to advance in their careers do not pursue further education because of barriers. In 2019, the Center for the Study of Child Care Employment (CSCCE) conducted an evaluation of the Service Employees International Union (SEIU) Early Educator Apprenticeship Programs. The evaluation aimed to identify the benefits and challenges experienced by the participants and their workplaces and to inform the next iteration of these and other emerging ECE apprenticeship programs. A mixed-method approach was used to evaluate the apprenticeship program. This methodology included online surveys sent to all previous and current apprentices; interviews and focus group discussions with key program informants; and focus group discussions with current apprentices. Evaluators also reviewed administrative data about the programs and participants, including demographic information, the number of permits earned, and so forth. CSCCE sought to answer the following questions: (1) What are the demographics of those who have or are currently participating in these programs; (2) What impact(s) do participants perceive as a result of their participation in the program; (3) What impact(s) do sponsors/employers perceive as a result of their implementation of these programs; (4) What elements/aspects of these programs were most beneficial to participants, employers, and families; (5) What challenges did participants face in participating in the apprenticeship program; and (6) What challenges did employers/sponsors face in implementing the apprenticeship program? Fifteen themes emerged from the interviews and focus group discussions with apprentices and stakeholders regarding the programs' impacts. The vast majority of apprentices completing the online survey indicated that the apprenticeship programs in which they participated were helpful in enhancing their knowledge, skills, and practice related to early childhood education. Apprentices completing the survey identified areas of their classroom practice that the program helped improve, including engaging families in classroom, program, or school activities; integrating curriculum; and observing, assessing, and documenting to inform their teaching and children's learning. [For the executive summary, see ED602987. The California SEIU Early Educator Apprenticeship Program evaluation is a project of the Service Employees International Union Education and Support Fund (ESF) with grant funding from the California Apprenticeship Initiative and Workforce Accelerator Fund.] (ERIC).
Anmerkungen	Center for the Study of Child Care Employment. Institute of Industrial Relations, University of California at Berkeley, 2521 Channing Way #5555, Berkeley, CA 94720. Tel: 510-643-7091; Web site: https://cscce.berkeley.edu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01