Abstract
Resulting from a fragmented landscape of policies for and uneven investments in the early childhood education (ECE) field in the United States, the qualifications of the ECE teaching workforce are typically quite low. This article first reviews the history and status of the ECE teaching workforce in the United States, focusing on the evolution of the field, current demographic characteristics of the teaching workforce and the pathways to professional development and professional preparation of the teaching workforce. The authors then discuss the legacies of this history and policy landscape: a lack of quality, equity and sustainability. Offering a re-conceptualization of professional development within the context of systems thinking, the article concludes with a discussion of innovations and challenges with which the field contends relative to workforce development.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
