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Exploring early childhood teacher education: implications for policy and practice

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Abstract

This paper introduces a study that examined the difficulties faced in an early childhood teacher education program at one of the universities in Jordan. A qualitative research approach has been opted utilizing the in-depth interviewing and grounded theory methodology. The study revealed that the students faced different types of difficulties in academic and financial matters, status of early childhood education, and field training. Based on the study findings, there are some suggestions to policy makers and teacher educators and specialists that could contribute to the improvement and development of early childhood teacher education. It has been recommended that further research on teacher preparation, particularly concerning early childhood education programs, is essential. Moreover, cooperation and cross-cultural studies between early childhood education specialists from different countries are required to enhance the status and quality of early childhood education.

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Acknowledgements

The author is very thankful to all the associated personnel in any reference that contributed in/for the purpose of this research. Further, this research holds no conflict of interest.

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  1. Queen Rania Faculty for Childhood, Hashemite University, P.O. Box 330139, Zarqa, 13115, Jordan

    Omayya M. Al-Hassan

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  1. Omayya M. Al-Hassan
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Correspondence to Omayya M. Al-Hassan.

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Al-Hassan, O.M. Exploring early childhood teacher education: implications for policy and practice. Educ Res Policy Prac 19, 89–104 (2020). https://doi.org/10.1007/s10671-019-09245-6

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