ERIC Number: EJ747249
Record Type: Journal
Publication Date: 2006-Apr
Pages: 8
Abstractor: Author
ISBN: N/A
ISSN: ISSN-1082-3301
EISSN: N/A
Helping Teachers Grow: Toward Theory and Practice of an "Emergent Curriculum" Model of Staff Development
Riley, David A.; Roach, Mary A.
Early Childhood Education Journal, v33 n5 p363-370 Apr 2006
A model of developmentally appropriate practice in helping teachers grow is described. The model derives from a consideration of the psychological processes by which adults learn, and our desire to teach adults by the same methods we hope they will use in teaching children. The model includes a sequence of six kinds of interactions that the teacher trainer engages in with the teacher, from building trust to eliciting self-exploration. The concrete actions we take to create these kinds of interactions are described. This model of professional development was applied by a statewide project to increase the quality of child care in 150 classrooms serving primarily children from low-income families. Initial evaluations suggest it is working as hoped.
Descriptors: Staff Development, Models, Teacher Educators, Teacher Education, Professional Development, Child Care, Low Income Groups, Family (Sociological Unit), State Programs, Learning Processes, Theory Practice Relationship
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A