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ERIC Number: EJ1145307
Record Type: Journal
Publication Date: 2017
Pages: 18
Abstractor: As Provided
Reference Count: 65
ISBN: N/A
ISSN: ISSN-1090-1027
Short-Term Professional Learning That Focuses on Beliefs and Practice: Improvements in Preschool Teachers' Ongoing Literacy Practice
Lynch, Jacqueline
Journal of Early Childhood Teacher Education, v38 n2 p164-181 2017
An intervention study was conducted with preschool teachers to address their beliefs and practice in the area of language and literacy. A total of 27 preschool teachers, each from different early childcare centers, participated in three 1-day professional learning sessions over the course of 9 months. Learning sessions focused on three different language and literacy topics. Study participants completed a pre- and post-session questionnaire and were observed in the classroom before and after each session. Significant differences were observed in both their beliefs and practice after the intervention. Specifically, preschool teachers' beliefs were related to their practice in two areas: oral language and vocabulary; and book reading. Based on the data, a focus on beliefs and practice in future short-term PL or workshop models may support successful outcomes in teaching practice.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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