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“It Felt Good to Be Included”: A Mixed-Methods Study of Pre-Kindergarten Teachers’ Experiences with Professional Learning
Early Childhood Education Journal ( IF 1.656 ) Pub Date : 2021-04-01 , DOI: 10.1007/s10643-021-01175-4
Kim Stevens Barker 1 , Do-Hong Kim 2 , Elizabeth Pendergraft 1
Affiliation  

This article reports findings from a study to investigate the efficacy beliefs, experiences, and instructional practices of pre-kindergarten (pre-k) teachers from a high-need district who engaged in collaborative professional learning experiences provided by a partner university. The study also examined language and literacy instruction for children in their pre-k classrooms. The professional learning occurred as part of a project to support pre-k teachers within the district and to boost teaching effectiveness. Researchers employed a mixed methods approach to investigate how pre-k teacher participants (a) perceived their efficacy as teachers; (b) experienced early literacy-focused professional learning; and (c) approached literacy teaching within their classrooms. Analysis of three years of data reveal alignment between participants’ sense of efficacy and instructional strengths and areas for growth both self-reported and observed. Additionally, participants echoed feelings of exclusion from most professional learning experiences and offered insight into considerations for designing and delivering professional learning opportunities to effectively support pre-k teachers’ literacy instructional practices.



中文翻译:

“被包括在内的感觉很好”:幼儿园前教师专业学习经验的混合方法研究

本文报告了一项研究的结果,该研究旨在调查来自高需求地区的学前班 (pre-k) 教师的效能信念、经验和教学实践,他们参与了合作大学提供的协作专业学习经验。该研究还检查了学前班儿童的语言和识字教学。专业学习是支持该地区学前班教师并提高教学效率的项目的一部分。研究人员采用混合方法来调查学前班教师参与者(a)如何看待他们作为教师的效能;(b) 经历过早期以扫盲为重点的专业学习;(c) 在他们的教室里进行扫盲教学。对三年数据的分析揭示了参与者的效能感和教学优势以及自我报告和观察到的成长领域之间的一致性。此外,参与者回应了大多数专业学习经历中被排斥的感觉,并就设计和提供专业学习机会以有效支持学前教育教师的识字教学实践提供了见解。

更新日期:2021-04-01
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