ABSTRACT
In this chapter, the author explores the use of Learning Stories as a tool for teacher learning in the context of a constructivist laboratory setting, the Mills College Children's School, that serves as the practicum for preservice early childhood practitioners. The Mills College Children's School supports relationship-based, hands-on experiential learning for children and teachers. The School of Education at Mills College, in collaboration with faculties from the fields of early childhood education, child life and developmental psychology and the teaching faculty at the Mills College Children's School, have designed a unique preservice training model to specifically meet the practical training needs of students entering the fields of early childhood education, child life, infant mental health, elementary education, and early childhood special education. When considering how Learning Stories could provide a meaningful context through which to support student teacher learning outcomes, the Children's School faculty began by revisiting the goals of the practicum.
