Preparing the Next Generation of Early Childhood Teachers: The Emerging Role of Interprofessional Education and Collaboration in Teacher Education

Autor/in	Anderson, Elizabeth M.
Titel	Preparing the Next Generation of Early Childhood Teachers: The Emerging Role of Interprofessional Education and Collaboration in Teacher Education
Quelle	In: Journal of Early Childhood Teacher Education, 34 (2013) 1, S.23-35 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1090-1027
DOI	10.1080/10901027.2013.758535
Schlagwörter	Teaching Methods; Cooperation; Interprofessional Relationship; Social Work; Early Childhood Education; Graduate Students; Young Children; Teacher Persistence; Focus Groups; Teachers; Teacher Education Programs; Pilot Projects + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Co-operation; Kooperation; Soziale Arbeit; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Frühe Kindheit; Lehrer; Lehrerin; Lehrende; Pilot project; Modellversuch; Pilotprojekt
Abstract	Effective collaboration between early childhood teachers and social workers is now considered critical to providing children with adequate psycho-social supports and services in early childhood settings. In order for this interdisciplinary collaboration to be more effective, opportunities for each discipline to learn about each other's knowledge, skills, roles, and responsibilities need to occur well before these professionals enter early childhood settings. This pilot study engaged 2nd-year, preservice, graduate early childhood education and social work students in an interprofessional training and collaborative activity as part of their graduate coursework. Following this training and activity, the early childhood education graduate students and the social work graduate students were invited to participate in uni-professional focus groups as a way to explore their experiences. Findings suggest that although there is general agreement among graduate students that interdisciplinary training and learning activities during coursework provide an important foundation for collaboration, there are several challenges. These challenges include a lack of clarity around professional roles and responsibilities, differences in understandings of children's behavior, and a perception that there will be little opportunity for interdisciplinary collaboration in early childhood settings. Implications are discussed for strengthening relationships between professional preparation programs as a way to improve collaborative teaming and increase early childhood teacher retention. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10