| Owner: |
Jeesun Jung
|
| Owner Email: |
jungj@ohio.edu
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| Paper Title: |
Infant/Toddler Teachers' Professional Learning Through Collective Reflection and Inquiry
|
| Session Title: |
Professional Learning Approaches to Working With Young Children
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| Paper Type: |
Roundtable Presentation
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| Presentation Date: |
4/8/2021
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| Presentation Location: |
Virtual
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| Descriptors: |
Early Childhood, Teacher as Researcher, Teacher Education - In-Service/Professional Development
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| Methodology: |
Qualitative
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| Author(s): |
Jeesun Jung, Ohio University; Jennifer R. Ottley, Ohio University - Lansaster; Susan L. Recchia, Teachers College, Columbia University
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| Unit: |
SIG-Early Education and Child Development
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| Abstract: |
The present study examined seven infant/toddler teachers’ weekly coplanning meetings with their student teachers over one semester. Data sources included semi-structured interviews, documents, and observation of the meetings. Through the planning meetings, teachers’ collaborative inquiry-based learning, dynamic knowledge co-construction, and a culture of teacher research was fostered and sustained. The findings also indicate that teacher empowerment and student teachers played a pivotal role in teachers’ professional development. Lastly, rethinking of societal view of infant/toddler teachers, a marginalized workforce across all education sectors, and trust of their capacities is urged.
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| DOI: |
https://doi.org/10.3102/1685511
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