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Krieg, Susan; Jovanovic, Jessie – Journal of Early Childhood Teacher Education, 2015
Contemporary early childhood teacher education is situated in a knowledge and policy environment where on the one hand preservice educators have the opportunity to connect with unlimited knowledge sources and, on the other, are expected to conform to standardized outcomes. This situation is compounded by increasingly inequitable learning outcomes…
Descriptors: Transformative Learning, Early Childhood Education, Student Attitudes, Preservice Teachers