Ongoing, Web-Mediated Professional Development Focused on Teacher-Child Interactions: Early Childhood Educators' Usage Rates and Self-Reported Satisfaction

Autor/inn/en	Downer, Jason T.; Kraft-Sayre, Marcia E.; Pianta, Robert C.
Titel	Ongoing, Web-Mediated Professional Development Focused on Teacher-Child Interactions: Early Childhood Educators' Usage Rates and Self-Reported Satisfaction
Quelle	In: Early Education and Development, 20 (2009) 2, S.321-345 (25 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
Schlagwörter	Early Childhood Education; Young Children; Interaction; Preschool Teachers; Faculty Development; Teacher Student Relationship; Classroom Environment; Program Effectiveness; Teacher Competencies; Mentors; Internet; Web Based Instruction; Teacher Attitudes; At Risk Students; Computer Uses in Education + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Frühe Kindheit; Interaktion; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Teacher student relationships; Lehrer-Schüler-Beziehung; Klassenklima; Unterrichtsklima; Lehrkunst; Web Based Training; Lehrerverhalten; Computernutzung
Abstract	Research Findings: As the pre-kindergarten teacher workforce continues to grow in the United States, the promise of early childhood education depends in large part on in-service professional development. Given mounting evidence that the quality of teacher-child interactions is a fundamental ingredient for young children's learning in classrooms, the challenge becomes how to develop and test models of teacher education that facilitate teachers' development of these instructional interaction skills. In this article we describe how an innovative program, MyTeachingPartner (MTP), addresses the challenge of providing an enduring, classroom-focused, and scalable professional development experience that focuses on facilitating high-quality teacher-child interactions. Feasibility and usability results from two years of MTP implementation suggest high levels of teacher engagement, buy-in, and satisfaction, as well as some challenges related to sustaining these levels over time. Practice or Policy: Implications for scalable implementation of interaction-focused professional development in early childhood are discussed. (Contains 5 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10