Outcomes of Community-Based Infant/ Toddler Teacher Preparation: Tiered Supports for Pre-service early Childhood Education Teachers in Early Head Start

Kennedy, Adam S.; Lees, Anna

doi:10.12691/education-3-6-17

Cited by 10 publications

(3 citation statements)

References 29 publications

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“…Despite their popularity, the literature on PD suggests that such sessions typically fail to change practice in any meaningful way (e.g. Neuman & Cunningham, 2009;Kennedy & Lees, 2015), unless it is accompanied by coaching, which many academics do not have the time to develop and deliver through multi-session programs or individualized follow-up. Moreover, even when participation in PD sessions is required, participant buy-in is often limited.…”

Section: Invest In Developing the Interventionmentioning

confidence: 99%

Working in the research-to-practice gap: Case studies, core principles, and a call to action

Shusterman¹,

May²,

Melvin³

et al. 2019

Preprint

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As a field, developmental science has embarked on the serious work of translating research findings for use in real world settings, but much research from developmental scientists remains cloistered within university walls. This paper presents a framework for the translation of developmental science to practice, mostly in educational settings, articulating ten core principles for bridging the research-to-practice gap. The principles summarize the key lessons learned from two long-term research-to-practice translational projects: the development of an early childhood numeracy curriculum (the Wesleyan Preschool Math Project) and a research-based summer pre-K for low-income children (Kindergarten Kickstart). The principles (1. Understand the gap; 2. Invest in developing the intervention; 3. Appreciate the naturalistic, real-world context; 4. Maximize uptake, not just efficacy and effectiveness; 5. Acknowledge power and status differentials; 6. Collaborate; 7. Leverage resources; 8. Respect; 9. Practice iterative development; 10. Simplify the final product) reflect central tenets of community-engaged research and intervention design; we emphasize the importance of collaborating with community members; acknowledging power differentials between researchers and practitioners; respecting practitioners as experts in their own right with valuable insight into their classrooms; appreciating naturalistic context; and recognizing the motivations of end-users at every step of intervention design and development. The paper also includes strategies for researchers to maximize opportunities to translate research to practice, such as leveraging untapped resources and mobilizing undergraduate students. This paper is both a call to action and an initial blueprint for developmental scientists who are interested in translating more research into practice.

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Section: Invest In Developing the Interventionmentioning

confidence: 99%

Working in the research-to-practice gap: Case studies, core principles, and a call to action

Shusterman¹,

May²,

Melvin³

et al. 2019

Preprint

View full text Add to dashboard Cite

show abstract

“…the educational institution). In the preparation of preschool teachers, it is important to promote students' readiness to improve their own and colleagues' pedagogical practice according to the needs of the educational environment (Kennedy & Lees, 2015;McDonald et al, 2011).…”

Section: Introductionmentioning

confidence: 99%

Future Preschool Teachers’ Experiences of Mutual Learning in the Work Environment

Šūmane¹,

Āboltiņa²

2023

To Be or Not to Be a Great Educator

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One of the main tasks of teachers is to improve their professional competence, which begins with their education prior to teaching. During the education process, when the identity of a future teacher is formed, their attitude should include a commitment to continuous professional development. Therefore, teacher training programmes aim to increase young teachers’ readiness to engage in the development of their professional competences throughout their working lives. One of the best approaches to professional development is learning in the workplace as part of a team (i.e. mutual learning between employees). Pre-primary learning is important because a common understanding of the existing educational institution and a desire to learn from one another promote change in teachers’ personal approaches and in educational institutions at the organisational level. The theoretical framework of this research consists of theories on social learning, mutual learning, characterisation of preschool teachers’ professional competence in knowledge, skills, values and social behaviour and unity. Notably, it has been found that preschool teachers learn best and gain experience by learning from one another in their communities, which is reflected in their practices. This research aimed at examining the experience and opinions gained during the pedagogical practice of future teachers regarding the opportunities, advantages and disadvantages of mutual learning. The research methods included a literature review, and content analysis. The sample included 280 students from a preschool teacher study programme. This study uses a qualitative research method and the qualitative data processing programme NVivo. The results show that prospective teachers have developed different experiences of mutual learning during the implementation of study practice tasks. In general, students describe mutual learning in relation to the theoretical principles acquired in the study process.

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Section: Introductionmentioning

confidence: 99%

To Be or Not to Be a Great Educator

2023

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The COVID-19 pandemic has brought teachers professional and personal challenges, creating particularly stressful crisis-like conditions for their learning and development. The aim of this qualitative study is to conceptualise teachers' learning experiences that have accompanied the transformations of their professional activity during the COVID-19 pandemic. Narrative interviews of teachers were conducted in Latvia in the spring/summer of 2022. They were coded and analysed according to thematic analysis method. This article entails the results of the first stage of the study. The study found that teachers' learning experiences during the COVID-19 pandemic are characterised by the paradigm of transformative learning as overcoming. Thematic structure of the learning experiences was developed and comprises 4 themes (dealing with limitations, seeking support from community, learning on the go, drawing conclusions) as well as 13 subthemes, which describe teachers' experiences in rich detail, revealing their complexity and variability. The article offers conclusions on the conceptualisations of teachers' experiences, discusses support and conditions needed to benefit from the experience and points to the significant role of context, relationships, and dedication for teachers to have beneficial learning experiences accompanying the transformations of their professional activity during the COVID-19 pandemic.

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Outcomes of Community-Based Infant/ Toddler Teacher Preparation: Tiered Supports for Pre-service early Childhood Education Teachers in Early Head Start

Cited by 10 publications

References 29 publications

Working in the research-to-practice gap: Case studies, core principles, and a call to action

Working in the research-to-practice gap: Case studies, core principles, and a call to action

Future Preschool Teachers’ Experiences of Mutual Learning in the Work Environment

To Be or Not to Be a Great Educator

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