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A Programmatic Focus on Engaging Families, Communities and Children: Institutionalizing Assets-Based Pedagogies

International Teacher Education: Promising Pedagogies (Part C)

ISBN: 978-1-78441-674-4, eISBN: 978-1-78441-673-7

Publication date: 21 November 2015

Abstract

This chapter is about the multiple forms of collaboration that are crucial to designing and implementing a school and community-based early childhood teacher preparation program. Maintaining quality in education and teacher education is a systemic, interdependence among individuals, institutions, and local, state, and national policy makers. We conclude that teacher education redesign is less about courses and pedagogies and more about systemic relationships, routines, and evaluations over time.

Keywords

Acknowledgements

Acknowledgments

This work was supported in part by a grant from the Helios Education Foundation, without whose generous support this project would not have happened. The authors, however, are solely responsible for the content and any errors.

Citation

Clift, R.T., Da Silva Iddings, C., Jurich, D., Reyes, I. and Short, K. (2015), "A Programmatic Focus on Engaging Families, Communities and Children: Institutionalizing Assets-Based Pedagogies", International Teacher Education: Promising Pedagogies (Part C) (Advances in Research on Teaching, Vol. 22C), Emerald Group Publishing Limited, Leeds, pp. 161-181. https://doi.org/10.1108/S1479-368720150000022008

Publisher

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Emerald Group Publishing Limited

Copyright © 2015 Emerald Group Publishing Limited