Bringing Being into Professional Development: A Qualitative Investigation into Teachers' Struggles Moving beyond an Epistemological Framing of Teaching and Learning

Autor/inn/en	Brown, Christopher Pierce; Weber, Natalie Babiak
Titel	Bringing Being into Professional Development: A Qualitative Investigation into Teachers' Struggles Moving beyond an Epistemological Framing of Teaching and Learning
Quelle	In: Early Child Development and Care, 189 (2019) 5, S.763-776 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Brown, Christopher Pierce)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2017.1343312
Schlagwörter	Faculty Development; Epistemology; Early Childhood Education; Teaching Experience; Preschool Teachers; Teacher Education; Educational Change; Culturally Relevant Education; Action Research; Young Children; Critical Theory; Student Diversity; Teaching Conditions; Accountability; Urban Schools; Public Schools; State Standards; Professional Identity; World Views; Classroom Environment + Suchen Sie Ihr Suchwort? Erkenntnistheorie; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Lehrerausbildung; Lehrerbildung; Bildungsreform; Projektforschung; Frühe Kindheit; Kritische Theorie; Lehrbedingungen; Unterrichtsbedingungen; Verantwortung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Public school; Öffentliche Schule; World view; Weltanschauung; Klassenklima; Unterrichtsklima
Abstract	The continued standardisation of publicly funded early education programmes has led to teacher educators and researchers focusing in on what works in preparing teachers and their students to succeed in these environments. Such a focus prioritises an epistemological understanding of teaching and learning and leads to investigations examining whether professional development programmes impact participants' ways of knowing. Many within teacher education question this outcomes-based focus on teaching and learning and are seeking alternative forms of professional development. The programme examined in this article took up this call by implementing an ontological conception of professional development that re-centers the learning process through the experiences of teachers in their classrooms. Specifically, it assisted a collection of early educators in enacting new ways of professional being that attended to children's worlds. Studying their experiences provides insight into the opportunities and challenges that exist for those who seek to transform the teacher education process. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01