Graduates' Perceptions of Strengths and Needs in Interdisciplinary Teacher Preparation for Early Childhood Education: A State Study

Abstract

While the national growth of interdisciplinary early childhood education (ECE) and early childhood special education (ECSE) teacher preparation has been documented, research into these programs is scarce. This study was conducted to gather graduates' perceptions of their preparation in a statewide system of ECE/ECSE interdisciplinary teacher preparation programs. A southeastern state implemented the new approach to preparing teachers to work with infants, toddlers, and young children with and without disabilities, and their families, in 1992. As one of the first stand-alone blended teacher preparation licenses, the Birth through Kindergarten license in this state is a competency-based approach to licensure combining the NAEYC and DEC preparation standards. A mail survey of graduates from seven state- and NCATE-approved blended programs was conducted during the first year of employment. Participants were asked to rate their preparation in state licensure competencies. Perceived strengths were higher in areas of general early childhood and child development than in areas specific to early childhood special education. Graduates reported a need in the preparation programs for more content and application in areas including working with families, behavior analysis, and working with children who have moderate to severe disabilities.