How teachers and center leaders made sense of inquiry-based professional learning: a multiple case study.
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| Title: | How teachers and center leaders made sense of inquiry-based professional learning: a multiple case study. |
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| Authors: | Englehardt, Joanna1 (AUTHOR) joannae@sfsu.edu, Brown, Christopher P.2 (AUTHOR) |
| Source: | Journal of Early Childhood Teacher Education. Oct-Dec2023, Vol. 44 Issue 4, p660-683. 24p. 1 Diagram, 4 Charts. |
| Subject Terms: | *Inquiry-based learning, *Career development, *Teachers, *Early childhood teachers, *Early childhood education |
| Abstract: | Policymakers' demands for standardization and increased academic achievement have led various stakeholder groups to call for more professional development (PD) in early childhood education and care (ECEC) settings. Federal initiatives and state agencies' quality improvement initiatives also position PD as a key component to improve access to quality programs for all. Yet, much of the PD consists of single-day workshops despite scholars continued calls for more critical approaches such as inquiry-based professional learning (IBPL). While research has emerged that examines the implementation of IBPL, little is known about how teachers and center leaders themselves make sense of such practices. This article therefore adds teachers' and directors' voices directly into the conversation as early childhood teacher educators continue to research and advocate for more critical and holistic approaches to PD. Findings from this research bring to light at least three main investments policy makers, teacher educators, classroom teachers and center leaders, and teachers-in-training can make to implement, sustain or improve IBPL in more ECEC spaces. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Early Childhood Teacher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Abstract: | Policymakers' demands for standardization and increased academic achievement have led various stakeholder groups to call for more professional development (PD) in early childhood education and care (ECEC) settings. Federal initiatives and state agencies' quality improvement initiatives also position PD as a key component to improve access to quality programs for all. Yet, much of the PD consists of single-day workshops despite scholars continued calls for more critical approaches such as inquiry-based professional learning (IBPL). While research has emerged that examines the implementation of IBPL, little is known about how teachers and center leaders themselves make sense of such practices. This article therefore adds teachers' and directors' voices directly into the conversation as early childhood teacher educators continue to research and advocate for more critical and holistic approaches to PD. Findings from this research bring to light at least three main investments policy makers, teacher educators, classroom teachers and center leaders, and teachers-in-training can make to implement, sustain or improve IBPL in more ECEC spaces. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 10901027 |
| DOI: | 10.1080/10901027.2022.2125465 |
