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AutorenRiojas-Cortez, Mari; Alanis, Iliana; Flores, Belinda Bustos
TitelEarly Childhood Teachers Reconstruct Beliefs and Practices through Reflexive Action
QuelleIn: Journal of Early Childhood Teacher Education, 34 (2013) 1, S.36-45 (10 Seiten)
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN1090-1027
DOI10.1080/10901027.2013.758536
SchlagwörterTeaching Methods; Professional Development; Educational Change; Young Children; Teachers; Early Childhood Education; Beliefs; Reflection; Theory Practice Relationship; Focus Groups; Texas
AbstractProfessional 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).
AnmerkungenRoutledge. 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 vonERIC (Education Resources Information Center), Washington, DC
Update2017/4/10
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