Abstract
While there appears to be growing consensus among researchers and national policy advisors about what a preschool teacher is expected to know and be able to do, little is known about the views of those who are expected to enact these standards. The purpose of this study was to examine the perspectives of key stakeholders involved in one state's efforts to create a system of early childhood teacher preparation and professional development. Our aim was to understand both the similarities and differences between current standards and the views of those in the field. The findings reveal several tensions between current policy expectations and what stakeholders view as important for teachers to be able to know and do.
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