NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1170803
Record Type: Journal
Publication Date: 2018
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1742-5964
The Promise of Teacher Inquiry and Reflection: Early Childhood Teachers as Change Agents
Escamilla, Isauro M.; Meier, Daniel
Studying Teacher Education, v14 n1 p3-21 2018
In this article, a preschool teacher and an early childhood teacher educator describe and analyze their work co-creating and co-facilitating an early childhood inquiry group over seven years. The group consisted of veteran lead teachers, assistant teachers, instructional coaches, and an outside teacher educator at an urban, public preschool in San Francisco, California. Using the framework of narrative inquiry and portraiture, the article tells the story of the group's formation, its structure, and its benefits for the participants' personal and professional growth. The authors argue that an inquiry group is a highly viable, home-grown form of professional growth that relies on the group as a forum for self-study and reflection. The inquiry group provided the teachers with an increased understanding of child development and instructional strategies, a trusting public forum for sharing and validating their inquiry and teaching, and a communal opportunity to make visible the voices of teachers, children, and families.
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: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California (San Francisco)