Abstract
In this chapter, we seek to contribute to this growing body of work by making transparent the interactional ethnographic logic of inquiry that is guiding, and has guided, an ongoing research program of an early childhood teacher education program (ECTE) with PreK-3rd grade licensure in the Midwest United States. This research program was designed to support a reflexive process, through which the program director (Katz, first author) sought to systematically explore the impact of particular changes being considered within the teacher education program, before scaling the change to the full program.
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Katz, L., Green, J. (2017). Researching the Intersection of Program Supervision and Field Placements: Interactional Ethnographic Telling Cases of Reflexive Decision-Making Process. In: Peters, M., Cowie, B., Menter, I. (eds) A Companion to Research in Teacher Education. Springer, Singapore. https://doi.org/10.1007/978-981-10-4075-7_16
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