NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1124617
Record Type: Journal
Publication Date: 2016
Pages: 18
Abstractor: As Provided
ISSN: EISSN-1183-1189
How Early Childhood Learning Influences Beginning Literacy Teachers' Professional Learning
McGlynn-Stewart, Monica
Brock Education: A Journal of Educational Research and Practice, v25 n2 p35-52 2016
Research has shown that teachers' beliefs and personal experiences play a significant role in their professional decision-making and practice, including their experiences as school children. This research study examined how the professional learning of Canadian beginning elementary teachers was influenced by their own early learning experiences in school. Six teachers were observed and interviewed in their classrooms 5 times over the first 3 years of their teaching career. Case studies were developed for each teacher and themes were explored across cases. The findings from this study suggest that pre-service and in-service teacher education programs need to provide teachers with opportunities to critically examine how their early learning experiences influence their professional learning experiences and priorities.
Brock University Faculty of Educatino. 500 Glenridge Avenue, Saint Catharines, ON, L2S 3A1 Canada. Tel: 905-688-5550 ext. 3733; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Elementary Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada
Grant or Contract Numbers: N/A