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ERIC Number: EJ1125239
Record Type: Journal
Publication Date: 2017-Jan
Pages: 10
Abstractor: As Provided
ISSN: ISSN-1082-3301
Teaching as Interaction: Challenges in Transitioning Teachers' Instruction to Small Groups
Wyatt, Tasha; Chapman-DeSousa, Brook
Early Childhood Education Journal, v45 n1 p61-70 Jan 2017
Although small group instruction is often endorsed in teaching young children, teachers are rarely given explicit instruction on how to move instruction into small groups where effective adult-child interactions can take place. This study examines how 14 early childhood educators transitioned their instruction from whole to small group teaching after participating in a year-long program of professional development. The results indicate teachers' previous definitions of "teaching as dissemination" interfered with their ability to take on new roles, design tasks, and manage time. Implications include the need for teacher educators to focus on how teaching through interaction shifts these aspects of the teaching process.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A