“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.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Barker, Kim S.; KIM, DO-HONG; and Pendergraft, Beth, "“It felt good to be included”: A mixed-methods study of pre-kindergarten teachers’ experiences with professional learning" (2019). Georgia Educational Research Association Conference. 32.
https://digitalcommons.georgiasouthern.edu/gera/2019/2019/32
“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.