Abstract
Fifty-five Head Start teachers and aides enrolled in Child Development Associate (CDA) training were pre- and posttested on a variety of measures to assess the effects of training. Additionally, their teaching beliefs, dogmatism, and self-concept scores were compared to those of undergraduate student teachers within a traditional teacher training program. The results indicated positive changes in self-assessed job performance, self-confidence, and educational aspirations and an increase in cognitively oriented, child-centered beliefs. The CDA trainees were not found to differ from the undergraduates completing four-year teacher training programs.
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