ABSTRACT In this study, researchers examined the collaborative process that occurred when early childhood teacher candidates and engineering students partnered to design exhibits to be used in an informal learning setting for young children. The findings present data from 52 early childhood candidates who participated in the study over the course of two fall semesters in consecutive academic years. Utilizing case study methodology, observations, formal interviews, artifact collection, and student self/peer reviews were employed to collect data. The findings reveal that cross-college, project-based learning has the potential to positively impact early childhood teacher candidates’ professional identity and that clinically-based teacher preparation was significant in helping teacher candidates feel successful in the project. The research presents innovative practices for early childhood teacher candidate preparation.

中文翻译：

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跨学院：工程设计合作对幼儿教师候选人发展的影响

摘要 在这项研究中，研究人员检查了当幼儿教师候选人和工程专业学生合作设计用于幼儿非正式学习环境的展品时发生的协作过程。调查结果提供了 52 名幼儿候选人的数据，他们在连续学年的两个秋季学期中参与了这项研究。利用案例研究方法、观察、正式访谈、工件收集和学生自我/同行评审来收集数据。研究结果表明，跨学院、基于项目的学习有可能对幼儿教师候选人的专业身份产生积极影响，并且基于临床的教师准备对于帮助教师候选人在项目中取得成功具有重要意义。