Utilizing a Global Environmental Assessment Tool to Facilitate Professional Development: The Voices of Kindergarten Teachers in Italy

Autor/inn/en	Cecconi, Luciano; Stegelin, Dolores A.; Pintus, Andrea; Allegri, Rossana
Titel	Utilizing a Global Environmental Assessment Tool to Facilitate Professional Development: The Voices of Kindergarten Teachers in Italy
Quelle	In: International Journal of Early Childhood, 46 (2014) 2, S.205-229 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-7187
DOI	10.1007/s13158-014-0106-9
Schlagwörter	Kindergarten; Teacher Attitudes; Foreign Countries; Faculty Development; Reflection; Teacher Educators; Measurement Techniques; Educational Practices; Self Evaluation (Individuals); Special Needs Students; Parent Teacher Cooperation; Feedback (Response); Italy + Suchen Sie Ihr Suchwort? Lehrerverhalten; Ausland; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Messtechnik; Bildungspraxis; Sonderpädagogischer Förderbedarf; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Italien
Abstract	This international research project examined the value of utilizing an early childhood program assessment instrument as a tool for in-service professional development and self-reflection for kindergarten teachers in Parma, Italy. Teacher educators from universities in Italy and the USA conducted the study collaboratively. Goals of the study were to engage the kindergarten teachers in testing the ACEI-GGA tool in Italy for validity and reliability; utilize the tool as a means of self-reflection and study of the classroom context; and enhance the teachers' feelings and attitudes about the program assessment process. Data sources were the kindergarten teachers who utilized ACEI-GGA tool in their classrooms as a means of evaluating their practices and determining the clarity and ease of use of the assessment tool in Italian kindergarten classrooms. Teacher responses provided the researchers with helpful information on the clarity of the items across the five content areas or domains, especially the content area related to "serving children with special needs and their families." Results indicate that the kindergarten teachers benefited from the use of the program assessment tool for professional development purposes. In addition, the kindergarten teachers provided helpful feedback on the clarity and usefulness of the tool. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10