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ERIC Number: EJ1026115
Record Type: Journal
Publication Date: 2014
Pages: 7
Abstractor: As Provided
Reference Count: 8
ISBN: N/A
ISSN: ISSN-1547-688X
When We Inquire into Our Own Practice: An Early Childhood Teacher Research Group
Murphy, Debra; Bryant, Holly; Ingram, Heidi
New Educator, v10 n1 p28-34 2014
Every day, early childhood teachers confront issues, problems, and concerns in their classrooms. Sometimes they do nothing. Sometimes they use trial and error. Sometimes they go to a workshop or read an article. We have found a way to intentionally and systematically research and answer our own questions and to enrich our own professional development through teacher research. Teacher research provides early childhood educators with a strategy that supports reflective thinking and practice. This article describes the experience of a small group of early childhood teacher researchers. How is it different from other required assessments? How is it different from other professional development?
Routledge. 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
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A