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ERIC Number: EJ929631
Record Type: Journal
Publication Date: 2004
Pages: 11
Abstractor: As Provided
ISSN: ISSN-1090-1027
What Do Teachers Need? Practitioners' Perspectives on Early Childhood Professional Development
Ackerman, Debra J.
Journal of Early Childhood Teacher Education, v24 n4 p291-301 2004
Because of the link between teacher training and higher-quality classroom practice, early childhood researchers and professional organizations have placed an increasing emphasis on all early childhood teachers--including those in early care and education (ECE) settings--obtaining a minimum of a Bachelor's degree as part of their professional development. Given the differing licensure requirements for ECE teachers, the variety of settings early childhood teachers work in, and the creativity needed to respond to the changing roles teachers play in those settings, however, this paper offers an "additional" perspective that is sometimes left out of the discussion regarding what teachers need: that of the early childhood practitioner. Using conversations with both a certified, public school teacher and a non-certified teacher in a private ECE setting in New Jersey, this article reports on these teachers' professional development experiences, as well as the implications of their experiences for future considerations of what teachers need in order to enhance their growth as educators. (Contains 1 footnote.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Jersey