Early Childhood Teacher Educator Teacher Research

• In Event: The Impact of Teacher Reflexivity on Student Achievement, Part 2

Abstract

Abstract

The purpose of this qualitative study was to describe the extent to which early childhood teacher educators engage in teacher research defined as systematic data collection and analysis teacher educators do on their own teaching for the purpose of improving teaching and learning. Participants were solicited from the National Association of Early Childhood Teacher Educators (431 members). Three data sources informed the study: an online survey (97 participants), in-depth interviews (7 participants), and content analysis of the Journal of Early Childhood Teacher Education from 1990 through 2010 (120 teacher research articles of 625 total articles in 70 issues). Findings show professional development benefits from engagement in teacher research despite obstacles including institutional bias against teacher research.

Author

• Kathryn Castle, Oklahoma State University