A Comparative Curricula Analysis of Early Childhood Teacher Preparation in South Korea, Sweden, and the United States
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Early childhood education is critical for the development of young children, and the preparation of teachers in this field varies significantly across countries. This study aims to compare curricula for early childhood teacher preparation programs among three counties, South Korea, Sweden, and the United States. Considering the importance of teachers’ roles on child development as a curriculum planner and play supporter, it is important to examine curricula among countries. Curricula from Bachelor-level early childhood teacher preparation programs of three countries were collected and analyzed. Required credit hours in Sweden was longer than two other countries and United States had more hours for diversity and inclusion in their curricula. Required credit hours for practicum and student teaching was various depending on countries. Based on the findings of this study, implications and future directions were discussed.
Abstract
Early childhood education is critical for the development of young children, and the preparation of teachers in this field varies significantly across countries. This study aims to compare curricula for early childhood teacher preparation programs among three counties, South Korea, Sweden, and the United States. Considering the importance of teachers’ roles on child development as a curriculum planner and play supporter, it is important to examine curricula among countries. Curricula from Bachelor-level early childhood teacher preparation programs of three countries were collected and analyzed. Required credit hours in Sweden was longer than two other countries and United States had more hours for diversity and inclusion in their curricula. Required credit hours for practicum and student teaching was various depending on countries. Based on the findings of this study, implications and future directions were discussed.
참고문헌 (50)
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