scholarly journals Early Childhood Teachers’ Professional Development during the National Board Certification: An Individual Model and a Collegial Model

2017 ◽  
Vol 23 (1) ◽  
pp. 63-85
Author(s):  
임혜성
Keyword(s):  
Professional Development ◽  
Early Childhood ◽  
National Board Certification ◽  
Early Childhood Teachers ◽  
Board Certification ◽  
Individual Model ◽  
National Board ◽  
Teachers Professional Development

Impact of Group Mentoring on the Professional Development of Early Childhood Teachers in a Shanghai Kindergarten

2020 ◽  
pp. 115-144
Author(s):  
Lingyun Lu
Keyword(s):  
Professional Development ◽  
Early Childhood ◽  
Early Childhood Teachers ◽  
Mentoring Relationships ◽  
Future Research ◽  
Group Mentoring ◽  
Teachers Perceptions ◽  
Individual Interviews ◽  
Traditional Mentoring ◽  
Teachers Professional Development

This study sought to discover whether group mentoring could serve the purpose for which it is intended in an early childhood educational context. As an alternative to the traditional mentoring model, group mentoring attempts to provide as much, if not more, instructional and emotional support as traditional mentoring relationships, which we assume to be conducive to teachers' professional development in Chinese early childhood educational contexts. In addition, group mentoring facilitates communication, collaboration and mutual growth in ways that traditional mentoring lacks. It also examined whether both mentors and mentees could be involved in the mentoring process as learners and as reflective educators on their journey of professional development, including developing their reflective and research capabilities. This qualitative case study focused on the impact of group mentoring on the professional development of four teachers in a Shanghai kindergarten. Within the theoretical framework of COP (Community of Practice), it was an investigation of how the group mentoring process, an alternative to traditional models of professional development, had an impact on the teachers in a changing early childhood education context in China. This study featured in-depth individual interviews with the four teachers (two mentors and two mentees), who are in the same mentoring group, and observations of their group mentoring activities. Data was coded and analyzed qualitatively. Major themes emerged from the study: the teachers' perceptions of the model, the benefits and challenges it brings, and its influence on their relationships and identity. The study aimed to gain insight into how group mentoring, a potentially optimal model, has exerted an influence on the teachers' professional development. This study concludes with a discussion of the implications of the findings and areas for future research.

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.

Improving Teachers’ Assessment Practices Through Professional Development: The Case of National Board Certification

2008 ◽  
Vol 45 (3) ◽  
pp. 669-700 ◽  
Author(s):  
Mistilina Sato ◽  
Ruth Chung Wei ◽  
Linda Darling-Hammond
Keyword(s):  
Professional Development ◽  
Science Teachers ◽  
Classroom Practice ◽  
Comparison Group ◽  
National Board Certification ◽  
Board Certification ◽  
Assessment Practices ◽  
Certification Process ◽  
National Board ◽  
Longitudinal Comparison

This study examines how mathematics and science teachers’ classroom assessment practices were affected by the National Board Certification process. Using a 3-year, longitudinal, comparison group design, evidence of changes in teachers’ classroom practice were measured on six dimensions of formative assessment. The National Board candidates began the study with lower mean scores than the comparison group on all six assessment dimensions; had higher mean scores on all dimensions by the second year, with statistically significant gains on four of the dimensions; and continued to demonstrate substantially higher scores in the third year. Pronounced changes were in the variety of assessments used and the way assessment information was used to support student learning. National Board candidates attributed changes in practice to the National Board standards and assessment tasks. Comparison group teachers who showed noticeable changes in practice described professional development experiences similar to those supported by the National Board Certification process.

Improving Mathematics Instruction for Early Childhood Teachers: Professional Development Components That Work

NHSA Dialog ◽  
2012 ◽  
Vol 15 (1) ◽  
pp. 24-40 ◽  
Author(s):  
Filiz Varol ◽  
Dale C. Farran ◽  
Carol Bilbrey ◽  
Elizabeth A. Vorhaus ◽  
Kerry Guess Hofer
Keyword(s):  
Professional Development ◽  
Early Childhood ◽  
Mathematics Instruction ◽  
Early Childhood Teachers ◽  
Teachers Professional Development

Impact of Group Mentoring on the Professional Development of Early Childhood Teachers in a Shanghai Kindergarten

2021 ◽  
pp. 491-520
Author(s):  
Lingyun Lu
Keyword(s):  
Professional Development ◽  
Early Childhood ◽  
Early Childhood Teachers ◽  
Mentoring Relationships ◽  
Future Research ◽  
Group Mentoring ◽  
Teachers Perceptions ◽  
Individual Interviews ◽  
Traditional Mentoring ◽  
Teachers Professional Development

This study sought to discover whether group mentoring could serve the purpose for which it is intended in an early childhood educational context. As an alternative to the traditional mentoring model, group mentoring attempts to provide as much, if not more, instructional and emotional support as traditional mentoring relationships, which we assume to be conducive to teachers' professional development in Chinese early childhood educational contexts. In addition, group mentoring facilitates communication, collaboration and mutual growth in ways that traditional mentoring lacks. It also examined whether both mentors and mentees could be involved in the mentoring process as learners and as reflective educators on their journey of professional development, including developing their reflective and research capabilities. This qualitative case study focused on the impact of group mentoring on the professional development of four teachers in a Shanghai kindergarten. Within the theoretical framework of COP (Community of Practice), it was an investigation of how the group mentoring process, an alternative to traditional models of professional development, had an impact on the teachers in a changing early childhood education context in China. This study featured in-depth individual interviews with the four teachers (two mentors and two mentees), who are in the same mentoring group, and observations of their group mentoring activities. Data was coded and analyzed qualitatively. Major themes emerged from the study: the teachers' perceptions of the model, the benefits and challenges it brings, and its influence on their relationships and identity. The study aimed to gain insight into how group mentoring, a potentially optimal model, has exerted an influence on the teachers' professional development. This study concludes with a discussion of the implications of the findings and areas for future research.

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