The Effects of Early Childhood Education Student Teaching on Program Preference, Beliefs, and Behaviors

AbstractFour theoreticaliy-based early childhood education programs were studied to determine their effects on student teachers training in each program. Fifty-five beginning and 25 advanced level undergraduate female student teachers were assigned for their practicum to one of the four university-sponsored preschool programs. Beliefs and preferences of these student teachers were assessed at the beginning and at the completion of the practicum. Behavioral observations were made in each of the four programs during the last four weeks of the practicum. Analyses of the data suggested that preferences and behaviors did change in favor of the particular program to which the student teacher was assigned. Beliefs in the instructional implications of two of the theoretical models were also observed to change. The implications of these findings for teacher training programs are discussed.