Collective imagination as a source of professional practice change: A cultural-historical study of early childhood teacher professional development in the motivated conditions of a Conceptual PlayWorld

2021 ◽  
Vol 106 ◽  
pp. 103455
Author(s):  
Marilyn Fleer ◽  
Glykeria Fragkiadaki ◽  
Prabhat Rai
Keyword(s):  
Professional Development ◽  
Early Childhood ◽  
Teacher Professional Development ◽  
Professional Practice ◽  
Practice Change ◽  
Early Childhood Teacher ◽  
Historical Study ◽  
Teacher Professional ◽  
Collective Imagination

Early Childhood Teacher Professional Development in Physical Education and Its Impact on Preschooler Motor Development

2021 ◽  
pp. 16-32
Author(s):  
Cristina Honrubia Montesinos ◽  
Pedro Gil-Madrona ◽  
Luisa Losada-Puente
Keyword(s):  
Professional Development ◽  
Early Childhood ◽  
Physical Education ◽  
Teacher Professional Development ◽  
Motor Development ◽  
Early Childhood Teachers ◽  
Early Childhood Teacher ◽  
Personal Perspective ◽  
Teacher Professional ◽  
Teachers Professional Development

Physical education in early years makes a unique contribution to the learning experience of children and support physical, cognitive, and social development. Teacher plays an essential role, but early childhood teacher professional development remains unclear. Literature review has shown that it is influenced by individual and social factors. Teacher professional development may have an impact on student motor development in this stage. The objectives of this chapter were to study early childhood teachers' professional development in PE and to analyze the influence and impact of early childhood teachers' professional development on their students' motor development. This chapter describes the results and conclusions of two different studies which have been developed. They highlighted that the variables that affect professional development are initial training and professional development, external perception of physical education, and personal perspective. Furthermore, findings have revealed that these three variables condition their students' motor development most.

Early Childhood Teacher Professional Development on Technologies for Young Children

2021 ◽  
pp. 102-126
Author(s):  
Lynn Hartle ◽  
Diane Bales ◽  
Katherine Gardner ◽  
Kelsey MacLeod ◽  
Megan DeFluri ◽  
...  
Keyword(s):  
Professional Development ◽  
Early Childhood ◽  
Young Children ◽  
Teacher Professional Development ◽  
Information And Communications Technology ◽  
Early Childhood Teacher ◽  
Shared Decision ◽  
Mandated Curriculum ◽  
Teacher Professional

Early childhood (EC) teachers need ongoing professional development (PD) to use information and communications technology (ICT) intentionally with young children. This chapter bridges the existing literature on PD best practices with additional interview data from EC teachers and higher education faculty. Three frames of influence on EC teachers' uses of ICT are discussed: personal – beliefs and comfort with technology; institutional – mandated curriculum, affordances of equipment, and ongoing personalized support; and societal – pervasive reliance on technology and influence on young children's future careers. The chapter concludes with PD recommendations for ICT that is content- and pedagogy-focused, based on research and policy, provides options for PD types and timing with follow up supports, and includes EC teachers in shared decision making for appropriate ICT practices in their classrooms.

Stroll into students’ learning: Acts to unload teachers’ values through the practices of lesson study for learning community in Vietnam

2017 ◽  
Vol 21 (2) ◽  
pp. 173-186 ◽  
Author(s):  
Atsushi Tsukui ◽  
Eisuke Saito
Keyword(s):  
Professional Development ◽  
School Reform ◽  
Learning Community ◽  
Teacher Professional Development ◽  
Professional Practice ◽  
Lesson Study ◽  
Sociocultural Approach ◽  
Teacher Professional ◽  
Field Notes ◽  
Prescribed Curriculum

In studies on teacher professional development, the embodiment of teachers’ values in professional practice has emerged as an important area of focus. Employing the sociocultural approach, this study discusses the link between teachers’ acts and underlying values based on a Vietnamese teacher’s detailed field notes on cases of school reform through the introduction of Japanese lesson study for learning community. Drawing on the concepts of inspection and stroll, the study describes the discrepancy between conventional observational acts and emerging ones. Inspection refers to the actions and values held by teachers that underline compliance with the prescribed curriculum and educational bureaucratic procedures, while stroll refers to a disposition that entails actions and values appreciating each pupil’s existence and learning as it is, without rigid bureaucratic perspectives. The finding was that the teacher’s act of stroll embeds new underlying values in her/his professional work; similarly, how she/he performs a stroll could inform her/his professional knowledge and identity. Lesson study can offer the teacher the experience of seeing self that generates the possible momentum of these parallel shifts.

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