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Abstract

The evolution of a gaaduate-level teacher preparation program is descaribed. Commencing two decades ago, the program first prepared students to administer programs, supervise teachers, and conduct research and evaluation in early childhood education programs for typically developing children. Over time, the program increasingly focused on preparing students for roles in early childhood special education. Program redesign has been underway, based in large part on data generated via graduates' perceptions of their academic, practicum, and post-program experiences. The current program blends eaarly childhood regular and special education to prepare students for roles in inclusive early childhood environments. The process of program change seems continuous, given the many variables involved and their "puzzling" nature.

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References

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The Puzzle of Redesigning a Preparation Program in an Evolving,Fast Changing Field

Abstract

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