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ERIC Number: EJ995302
Record Type: Journal
Publication Date: 2013
Pages: 10
Abstractor: As Provided
Reference Count: 32
ISSN: ISSN-1090-1027
Early Childhood Teachers Reconstruct Beliefs and Practices through Reflexive Action
Riojas-Cortez, Mari; Alanis, Iliana; Flores, Belinda Bustos
Journal of Early Childhood Teacher Education, v34 n1 p36-45 2013
Professional development, which results in sustained transformative change, requires that teachers engage in critical reflection regarding teaching practices. In this study, a group of five bilingual and generalist early childhood teachers engaged in a journey in which they elected to try to reconstruct their beliefs and practices about teaching and learning. In response to a school district's needs, these teachers were enrolled as a cohort in an early childhood graduate program that served as part of their professional development endeavor. The teachers used reflection and ongoing dialogue that bridged theory and practice as they raised questions about their daily practices in relation to theoretical perspectives. We provide a glimpse of these teachers' ongoing transformative journeys and provide suggestions for early childhood teachers to engage in sustained professional development.
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
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas