In-Service Infant Teachers Re-Envision Their Practice through a Professional Development Program

Autor/inn/en	Loizou, Eleni; Recchia, Susan L.
Titel	In-Service Infant Teachers Re-Envision Their Practice through a Professional Development Program
Quelle	In: Early Education and Development, 29 (2018) 1, S.91-103 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2017.1343561
Schlagwörter	Preschool Teachers; Child Caregivers; Infants; Faculty Development; Early Childhood Education; Teacher Attitudes; Educational Strategies; Foreign Countries; Child Care Centers; Observation; Video Technology; Interviews; Focus Groups; Reflective Teaching; Journal Writing; Teacher Role; Preschool Curriculum; Cyprus + Suchen Sie Ihr Suchwort? Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Caregiver; Caregivers; Carer; Child; Children; Kinderbetreuung; Infant; Toddler; Toddlers; Kleinkind; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Lehrerverhalten; Lehrstrategie; Ausland; Child care facilities; Child care services; Kinderzentrum; Beobachtung; Interviewing; Interviewtechnik; Zeitschriftenaufsatz; Lehrerrolle; Zypern
Abstract	Research Findings: Most infant teachers have been prepared to be early childhood educators with minimal theoretical or practical exposure to infancy. This study highlights the outcomes of a professional development program (PDP) designed to support a group of infant teachers who lacked specific infancy preparation to re-envision their roles. Data sources included videotapes, focus groups, conversational interviews, reflective journaling, and artifacts. A PDP, tailored to the needs of the teachers, was developed in process in response to the outcomes of each step of the study. Findings highlight how teachers' existing beliefs inform current practice, teachers gain insight through new PDP strategies, and teachers' reflections on routines contribute to effective practice. Practice or Policy: Our PDP provided opportunities for reflection and pedagogical challenges as a means of creating space for educators to build a more grounded infant teacher identity. Implications of these findings are discussed in relation to infant teacher preparation and in-service training. (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	2020/1/01