Joy in Collaboration: Developing Early Childhood Teacher Professionalism through Lesson Study

Autor/inn/en	Gragg, Savanna; Collet, Vicki Stewart
Titel	Joy in Collaboration: Developing Early Childhood Teacher Professionalism through Lesson Study
Quelle	In: Journal of Research in Childhood Education, 36 (2022) 2, S.296-309 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gragg, Savanna) ORCID (Collet, Vicki Stewart)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-8543
DOI	10.1080/02568543.2021.1953643
Schlagwörter	Professionalism; Preschool Teachers; Early Childhood Education; Lesson Plans; Case Studies; Faculty Development; Teacher Collaboration; Audio Equipment; Teacher Attitudes; Positive Attitudes; Trust (Psychology); Educational Improvement; Professional Identity; Meetings; Laboratory Schools; Student Centered Learning; Reggio Emilia Approach; Pedagogical Content Knowledge + Suchen Sie Ihr Suchwort? Professionalität; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Lesson planning; Unterrichtsplanung; Case study; Fallstudie; Case Study; Lehrerkooperation; Audio-CD; Lehrerverhalten; Teaching improvement; Unterrichtsentwicklung; Meeting; Tagung; Laborschule; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Reggio-Pädagogik; Pädagogische Kompetenz
Abstract	Early childhood professionals are sometimes referenced as caregivers and other times as educators. In order to empower them as professionals, it is important to provide professional development opportunities that deepen teachers' knowledge. This qualitative case study explores the impact of Lesson Study on four early childhood teachers with no prior Lesson Study experience. Participants' teaching experience ranged from a first-year teacher to a 20-year veteran. The professional development approach engaged teachers in conversations to collaborate, plan, observe instruction, and focus on students. Group meetings were audio recorded and transcribed, and observational notes were collected during teacher meetings and during the research lesson. At the conclusion of the experience, participants wrote a personal reflection paper and individual interviews were conducted. Findings suggest that Lesson Study supported the development of early childhood teachers' professionalism through sharing of varied perspectives during student-focused collaboration. Another powerful finding is that teachers felt joy in this collaboration. They found pleasure in thinking deeply together and warmly described the trust that developed among them as they engaged in the process of improving practice through Lesson Study. Our findings suggest Lesson Study could empower a workforce that is in need of a unified professional identity. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01