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ERIC Number: EJ1144338
Record Type: Journal
Publication Date: 2017
Pages: 28
Abstractor: As Provided
ISSN: ISSN-1535-0517
Beyond Professional Development: Factors Influencing Early Childhood Educators' Beliefs and Practices Working with Dual Language Learners
Spies, Tracy Griffin; Lyons, Catherine; Huerta, Margarita; Garza, Tiberio; Reding, Cristina
CATESOL Journal, v29 n1 p23-50 2017
The National Association for the Education of Young Children and Head Start have clearly articulated their position on the provision of high-quality instruction for the 4 million dual language learners (DLLs) enrolled in early childhood (EC) programs nationwide. Professional development (PD) provides a way for educators to increase their knowledge and skills; however, teacher practices in the classroom are strongly influenced by implicit beliefs about how children learn. This study examined the influence of 6 PD sessions related to high-quality instruction for DLLs and examined other influential factors related to beliefs and practices. Participants were 98 early childhood educators serving 3- and 4-year-old DLLs in an urban area in the Southwest US. Quantitative findings indicate educators' beliefs and practices shifted after PD. Qualitative findings suggest that educators' empathy, expectations, and external factors also influenced their beliefs and practices. Implications for PD and program design are discussed.
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Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A