Literaturnachweis - Detailanzeige
Autor/inn/en | Riojas-Cortez, Mari; Alanis, Iliana; Flores, Belinda Bustos |
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Titel | Early Childhood Teachers Reconstruct Beliefs and Practices through Reflexive Action |
Quelle | In: Journal of Early Childhood Teacher Education, 34 (2013) 1, S.36-45 (10 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1090-1027 |
DOI | 10.1080/10901027.2013.758536 |
Schlagwörter | Teaching Methods; Professional Development; Educational Change; Young Children; Teachers; Early Childhood Education; Beliefs; Reflection; Theory Practice Relationship; Focus Groups; Texas |
Abstract | Professional development, which results in sustained transformative change, requires that teachers engage in critical reflection regarding teaching practices. In this study, a group of five bilingual and generalist early childhood teachers engaged in a journey in which they elected to try to reconstruct their beliefs and practices about teaching and learning. In response to a school district's needs, these teachers were enrolled as a cohort in an early childhood graduate program that served as part of their professional development endeavor. The teachers used reflection and ongoing dialogue that bridged theory and practice as they raised questions about their daily practices in relation to theoretical perspectives. We provide a glimpse of these teachers' ongoing transformative journeys and provide suggestions for early childhood teachers to engage in sustained professional development. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |