NotesFAQContact Us
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ880972
Record Type: Journal
Publication Date: 2010
Pages: 16
Abstractor: As Provided
ISSN: ISSN-1090-1027
"En Confianza": Co-Constructing Professional Strength and Voice with Latina Early Childhood Educators
Ordonez-Jasis, Rosario; Flores, Susana Y.; Jasis, Pablo M.
Journal of Early Childhood Teacher Education, v31 n1 p4-19 2010
It is well documented in the literature that early pre-K reading experiences prepare children for the benefits of formal literacy instruction in the later grades. This is particularly true for young children from nonmainstream backgrounds. The objective of this article is to share the findings of a 4-year qualitative study investigating the relationships forged and teaching ideologies constructed by Latino pre-K teachers via critical "storying" within a culturally responsive professional learning community. Findings suggest that as teachers learned to recognize, listen to, and learn from the personal/professional individual and collective life histories of each other, their teaching efficacy was enhanced increasing their ability to develop effective literacy instruction that was culturally and linguistically responsive to the needs of young children.
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 - Evaluative
Education Level: Early Childhood Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California