Pathways to Early Childhood Teacher Preparation

Authored by: Eun Kyeong Cho

Handbook of Early Childhood Teacher Education

Print publication date:  August  2015
Online publication date:  July  2015

Print ISBN: 9780415736756
eBook ISBN: 9781315818245
Adobe ISBN: 9781317816294

10.4324/9781315818245.ch11

 Download Chapter

 

Abstract

With increasing demand for school readiness and accountability in the early years, the importance of preparing well-trained early childhood (EC) professionals has not only received considerable attention in the literature but also become one of the major foci of EC policy in the past three decades. The field has constantly struggled with a complex set of intertwined issues such as low entry-level requirements for most EC sectors, increasing demand for highly qualified teachers, low compensation, and high turnover. This is compounded by the fact that starkly different qualifications are required of EC teachers (e.g., high school diploma to a master’s degree) depending on the employment settings, roles, and age groups they serve. As indicated by the federal government’s “silence” on EC workforce standards while defining “highly-qualified” teachers as those with a college degree, public policy on EC teacher preparation “both promotes degree acquisition and depresses workforce qualifications” (Washington, 2008, p. 11). There are also concerns about the “value-added” components of earning higher education degrees due to “the persistently low compensation of people who work with young children, regardless of their credentials or the dynamics of supply and demand” (p. 10) and due to “the historically weak connection, outside of public schools, between credentials and compensation and career or salary growth” (pp. 14–15). In this context, it is not easy for EC teacher candidates to find the time, resources, and support necessary to earn a college degree and teaching certificate. In addition, the route to becoming a teacher is not a clear path but often a circuitous route lacking articulation among systems. Due to these challenges, teacher candidates who try to cross into the more formal system often get stuck in the pathway. Given that different pathways do not always connect, describing pathways in a streamlined fashion for those with less formal education or training is a challenging task.

 Cite
Search for more...
Back to top

Use of cookies on this website

We are using cookies to provide statistics that help us give you the best experience of our site. You can find out more in our Privacy Policy. By continuing to use the site you are agreeing to our use of cookies.