Paradigm transitions: The balancing act early childhood teacher-students face as they implement developmentally appropriate practice

This dual level qualitative study focuses on the experiences of individuals identified throughout the study as teacher-students, enrolled in an early childhood alternative certification program experiencing the phenomena of simultaneously teaching while being taught. The conflict between the philosophy taught and the reality of teaching in an environment that is driven by accountability and test scores causes a dilemma for these teacher-students as they attempt to implement educational content such as developmentally appropriate practice. Interview and observation techniques are used to gather information about participants' knowledge of developmentally appropriate practice and perceptions of their role as both teacher and student. Perceptions of their dual role are discussed in terms of their school teaching environment and their college classroom environment. Participants' experiences are presented through in depth narratives that reveal the complexity of this dual role, and described in detailed portraits showcasing the uniqueness of each experience. Guidelines for a college teaching model designed to meet the needs of these teacher-students is presented.