Preschool Teachers in Practice: Examining the Role of Professional Development in Literacy

• In Event: Roundtable Session 1
  In Roundtable Session: Issues and Trends in Early Childhood Professional Development

Abstract

The purpose of this research was to examine preschool teachers’ practice in literacy before and after professional development. There were 27 teachers representing different early childcare centres in an urban area of Canada involved in professional development in literacy. Video recordings of preschool teachers’ book reading with children before and after a one-day professional development session in literacy were examined as were classroom observations focusing on literacy. Findings indicated significantly higher scores in both the video recordings as well as in classroom observational scores following the professional development. This research demonstrates the importance of providing professional development in literacy to preschool teachers.

Authors

• Jacqueline Lynch, York University

• Ronald D. Owston, York University