Exploring the Professional Development Needs of Early Childhood Paraeducators and Supervising Teachers

Autor/inn/en	Frantz, Rebecca; Douglas, Sarah; Meadan, Hedda; Sands, Michelle; Bhana, Naima; D'Agostino, Sophia
Titel	Exploring the Professional Development Needs of Early Childhood Paraeducators and Supervising Teachers
Quelle	In: Topics in Early Childhood Special Education, 42 (2022) 1, S.20-32 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Meadan, Hedda)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0271-1214
DOI	10.1177/0271121420921237
Schlagwörter	Paraprofessional School Personnel; Early Childhood Education; Cooperating Teachers; Professional Development; Students with Disabilities; Barriers; Educational Needs; Role; Developmental Disabilities; Attitudes; Illinois; Michigan + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Educational need; Bildungsbedarf; Rollen; Entwicklungsstörung; Attitude; Einstellung; Verhalten
Abstract	Paraeducators play an important role supporting children with developmental disabilities in early childhood settings, and the current educational system has come to rely heavily on paraeducator supports. Unfortunately, most paraeducators receive limited training prior to engaging in their classroom roles and responsibilities, and teachers receive limited training related to supervising paraeducator staff. This study examined the roles and responsibilities, professional development experiences, perceived professional development needs, suggestions for professional development, and perceived barriers to professional development among early childhood paraeducators working with children with developmental disabilities and their supervising teachers using focus group method and a questionnaire. Implications for improving professional development practices among early childhood staff, remediating barriers to effective professional development, and future directions for research are discussed. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01