Description:
This chapter reviews different pathways (i.e., Child Development Associate [CDA], two- and four-year programs, and alternative routes) to EC teacher preparation in the U.S. The description starts with entry-level (quick) points of access along the pathway to becoming a teacher and moves to more rigorous and formal (lengthier) points of access, followed by alternative routes to certification. The main features, strengths, and challenges of the pathways are discussed. Available model approaches, promising practices, and future directions for research to improve EC teacher preparation policy and practice are also presented. (author abstract)
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