NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1150893
Record Type: Journal
Publication Date: 2016
Pages: 7
Abstractor: ERIC
ISSN: ISSN-1068-6177
Professional Development That Promotes Powerful Interactions: Using Teacher Book Clubs to Reflect on Quality in Teacher-Child Relationships
White, Kelley Mayer
Dimensions of Early Childhood, v44 n3 p28-34 2016
For a majority of teachers, traditional professional development workshops lack relevancy and leave teachers on their own to implement what was learned. Workshops are frequently structured in ways in which teachers are seen simply as recipients of information handed down by trainers (a more passive role) versus those who reflect on and construct their own knowledge. Furthermore, decisions regarding the content of the professional development are often made by administrators and, therefore do not always reflect more immediate needs of teachers. When combined, these factors often leave teachers less interested and less personally invested in professional development. Teachers work best when they can collaborate and have time to reflect about their methods with other teachers. Professional book clubs are a good way to encourage teachers to work together and share their experiences. In this article, the author presents previous research on book clubs and a book club study that concludes professional book clubs are powerful professional development tools.
Southern Early Childhood Association. PO Box 8109 Jacksonville, AR 72078. Tel: 501-221-1648. e-mail:; Web site: https://
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