Abstract
The purpose of this article is to describe the conceptualization, development, and implementation of a reflective‐analysis liberation‐oriented model of early childhood teacher education at the University of Illinois. This model offers a third alternative to field based and competency based teacher education programs. While insuring competence, it also offers the additional benefit of promoting long term educational improvements by focusing on the development of reflective‐analysis as a means of generating and validating knowledge.
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