Source: Journal of Early Chilhood Teacher Education, Volume 35, Issue 4, 2014, pages 318-336
This study surveyed 128 early childhood programs in 2- and 4-year institutions of higher education across seven states.
Data were collected in areas such as which students receive feedback, how students are supervised and evaluated, and what types of assessment tools contribute to the evaluation.
Results indicate that across 2- and 4-year institutions, language and literacy are a strong focus of feedback for student teachers, as well as child development, planning, and adult–child interactions. Student teachers are typically supervised through on-site visits that range in number and length fairly dramatically across 2- and 4-year institutions. Finally, the use of specific tools for evaluation varies across programs; about a quarter of programs surveyed use a published tool to evaluate student teachers. The majority of programs use an evaluation tool that is based on local, state, or national standards.