The research circle - a tool for preschool teachers’ professional learning and preschool development

Abstract

The article explores a professional learning programme, a research circle, in which preschool teachers and researchers collaborate on content relating to sustainable development, science and technology. It investigates how collaborations between preschool teachers and researchers can contribute to professional learning and preschool development. The research focuses on experiences of participation in research circles and makes use of Participatory Action Research (PAR). The data consists of twelve preschool teachers' written documentation as preparation for seminars in the research circle and semi-structured interviews with eight preschool teachers. The analysis explores three bodies of social and educational change: individuals, teams and organisations. The overall conclusion is that participation in a research circle support preschool teachers to become more aware of their own practices, address issues and challenges and make improvements in a collaborative and reflective way, it is a useful tool for preschool teachers' professional learning and preschool development.

Pre-service teacher research: a way to future-proof teachers?

“…Both practitioner research and inquiry are a form of professional development aimed at understanding and improving practices within the teacher's local context from an insider perspective (Borko, Liston, and Whitcomb 2007;). It offers a range of potential outcomes, such as improving teaching practice (e.g., Ermeling 2010;Pareja Roblin et al 2014), increasing teachers' knowledge and understanding of students (e.g., Butler and Schnellert 2012;Elm and Nordqvist 2019;Jacobs, Yendol-Hoppey, and Dana 2015;Willegems et al 2018), and fostering teacher empowerment and transformation (e.g., Dana and Yendol-Hoppey 2019;Esposito and Smith 2006). Learning how to conduct practitioner inquiry in teacher education can lead to an increased critical, reflective and innovative attitude and a better understanding of scholastic culture; it can also prompt participation in professional learning communities (Cochran-Smith and Lytle 2009;Dobber et al 2012;Willegems et al 2018).…”

¿Entras a la cueva? Una experiencia multisensorial para trabajar las Ciencias en la etapa de Educación Infantil

“…Es necesario establecer colaboraciones continuadas y fluidas entre Universidad-escuela que permitan contribuir a la mejora del aprendizaje profesional de los docentes y, consecuentemente, al desarrollo preescolar (Elm y Nordqvist, 2019). Además, desde el campo de la Didáctica de las Ciencias Experimentales esta colaboración es fundamental para detectar necesidades y expectativas de las escuelas y para que los hallazgos de la investigación lleguen a las aulas.…”

Physical Education Teacher’s Professional Learning of Implementing a Health Promotion Intervention in the Practice of a Research Circle

“…Through practice-developing school research, teachers' professional knowledge base can be strengthened and developed [6]. Continuing professional learning among teachers is necessary for supporting and encouraging the improvement of knowledge and practice (e.g., [7]). One way to keep this is by conducting different forms of professional development programs for teachers in school (e.g., [7]).…”

“…Continuing professional learning among teachers is necessary for supporting and encouraging the improvement of knowledge and practice (e.g., [7]). One way to keep this is by conducting different forms of professional development programs for teachers in school (e.g., [7]). Previous research has shown that professional development positively influences teachers' capacity to reflect on new knowledge and practices [8].…”

“…Collaborative reflection [11] and 'shared values and vision, collegiality and joint practical activities' have been identified as essential parts of professional learning programs [12]. Moreover, scholars describe that professional learning is based on research, engagement, and agency and that teachers are considered active producers instead of recipients of knowledge (e.g., [7,13]). However, professional communities for learning need architecture or a design; if they are to produce results, they must be organized and arranged [10].…”