ABSTRACT
Redesigning a teacher education program does not happen without all stakeholders understanding, embracing, and then striving to implement change in a way that is practical (Doyle & Ponder, 1977) and meaningful (Fullan, 2001). In this chapter we report on three years of data documenting the evolution of a curriculum redesign aimed at alignment with conceptual and philosophical principles, increased collaboration among faculty members, and encouragement of student and faculty interaction with families and communities. We investigated the ways in which university-based teacher education stakeholders’ understanding of and engagement with the principles of the Communities as Resources for Early Childhood Teacher Education (CREATE) evolved. Our ongoing research also contributed to program changes over the three years, which we also discuss in this chapter.
