How Early Learning Influences Professional Learning

• In Event: 14.044 - Roundtable Session 2
  In Roundtable Session: 14.044-14 - Lives of Teachers: Cognitive and Affective Features

Abstract

Six beginning elementary teachers’ childhood literacy learning and current teaching were explored to determine the ways in which their learning experiences as pupils influenced their experience of pre-service and in-service education. The participants’ early childhood learning experiences varied greatly; three were strong literacy pupils while the other three struggled with literacy learning. Those who struggled as pupils found that their pre-service program did not meet their learning needs. However, they took advantage of a variety of professional in-service learning opportunities to a greater degree than their peers who had not struggled. Moreover, they focused their in-service learning on how to meet the needs of their students who struggled as they had.

Author

• Monica Eileen McGlynn-Stewart, George Brown College