“It felt good to be included”: A mixed-methods study of pre-kindergarten teachers’ experiences with professional learning

Location

Inservice Teachers: Professional Development and Research - Morgan

Proposal Track

Research Project

Session Format

Presentation

Abstract

This paper reports findings from a study to investigate the efficacy beliefs and experiences of pre-kindergarten (pre-k) teachers from a high-need district who engaged in collaborative professional learning experiences provided by a partner university. The study also examined language and literacy instruction for children in their pre-k classrooms. The professional learning occurred as part of a pilot project to support pre-k teachers within the district and to boost teaching effectiveness. Researchers employed a mixed methods approach to investigate how pre-k teacher participants (a) perceived their efficacy as teachers; (b) experienced early literacy-focused professional learning; and (c) approached literacy teaching within their classrooms. Analysis of two years of data reveal alignment between the participants’ sense of efficacy and instructional effectiveness in early language and literacy development for children. Additionally, the participants’ assessment of their professional learning needs aligned with classroom observation data. Participants’ description of feelings of exclusion from most professional learning experiences aligned with district assessment.

Keywords

professional learning, prekindergarten, early literacy, teacher self-efficacy

Professional Bio

Kim Stevens Barker, Ph.D. is an assistant professor in the Department of Teaching and Leading at Augusta University where she teaches literacy education courses. Her research interests focus on teacher preparation and professional learning for teachers who are effective in high-need schools.

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Oct 4th, 10:30 AM Oct 4th, 12:00 PM

“It felt good to be included”: A mixed-methods study of pre-kindergarten teachers’ experiences with professional learning

Inservice Teachers: Professional Development and Research - Morgan

This paper reports findings from a study to investigate the efficacy beliefs and experiences of pre-kindergarten (pre-k) teachers from a high-need district who engaged in collaborative professional learning experiences provided by a partner university. The study also examined language and literacy instruction for children in their pre-k classrooms. The professional learning occurred as part of a pilot project to support pre-k teachers within the district and to boost teaching effectiveness. Researchers employed a mixed methods approach to investigate how pre-k teacher participants (a) perceived their efficacy as teachers; (b) experienced early literacy-focused professional learning; and (c) approached literacy teaching within their classrooms. Analysis of two years of data reveal alignment between the participants’ sense of efficacy and instructional effectiveness in early language and literacy development for children. Additionally, the participants’ assessment of their professional learning needs aligned with classroom observation data. Participants’ description of feelings of exclusion from most professional learning experiences aligned with district assessment.