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The Efficacy of Personal Learning Plans in Early Childhood Teacher Preparation

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Abstract

The purpose of this paper is to present data demonstrating the potential efficacy of Personal Learning Plans (PLPs) as an instructional tool in early childhood teacher preparation. One hundred and thirty-nine undergraduate students enrolled in an introductory course offered within a unified early childhood education program over a period of four years completed preliminary and final surveys including items on student background, efficacy of course methods, and student learning style and outcomes. Data related to the PLP and other, more didactic, methods used in the target course are presented. A general conclusion that can be drawn from these data is that students believed the PLP method to be no less effective than other methods relative to some indicators and significantly more effective than other methods relative to other indicators. Results are discussed in terms of self-efficacy theory.

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Notes

  1. The professional standards of guiding professional and accrediting organizations (i.e., NCATE, INTASC, NAEYC, and CEC) have been adopted by the State.

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  1. College of Education, One Edwards Center, The University of Cincinnati, Room 2150-U, P.O. Box 210105, Cincinnati, OH, 45221-0105, USA

    D. Michael Malone

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Malone, D.M. The Efficacy of Personal Learning Plans in Early Childhood Teacher Preparation. Early Childhood Educ J 36, 47–56 (2008). https://doi.org/10.1007/s10643-008-0238-3

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