In-Service Infant Teachers Reenvision Their Practice Through a Professional Development Program

• In Event: Sheraton Roundtable Session 18
  In Roundtable Session: Examining Teacher Dispositions in Working With Students With Disabilities and Young Children

Abstract

This study highlights the outcomes of a professional development program (PDP) designed to support a group of infant teachers who lacked specific infancy preparation to re-envision their roles. Data sources included videotaping, focus groups, conversational interviews, reflective journaling, and artifacts. A PDP, tailored to the needs of the teachers, was developed in process in response to the outcomes of each step of the study. Findings highlight how: teachers’ existing beliefs inform current practice; teachers gain insight through new PDP strategies; and teachers’ reflections on routines contribute to effective practice. Our PDP provided opportunities for reflection and pedagogical challenges as a means of creating space for educators to build a more grounded infant teacher identity.

Authors

• Eleni Loizou, University of Cyprus

• Susan L. Recchia, Teachers College, Columbia University