Confronting Bias in Early Childhood Teacher Preparation

Abstract

This chapter chronicles the transformative journey of a group of early childhood education (ECE) teacher educators as they critically examined the construction of early childhood teacher preparation courses. Rooted in critical pedagogy, their process demanded deep self-reflection and an acknowledgement of the oppressive systems within the field. Initially pursuing a linear checklist approach to cultivating inclusive practices, the team's extensive discussions and readings revealed the limitations of this method. Instead, they embraced a non-linear, formative spiral model, reflecting ongoing learning and reflection over time. Divided into four elements–identity and self-reflection, course syllabi, course design, and course content–-their approach aims to inspire faculty to confront biases, elevate marginalized voices, and reshape the ECE landscape. The authors invite readers into this ongoing journey, emphasizing the need for continuous introspection and collective effort to foster equity and inclusion in ECE.