Professional Development for Leaders in Early Childhood STEM Education: A Collaboration Between Researchers and Practitioners

• In Event: Effective Pre- and In-Service Early Childhood Professional Development

Abstract

Previous literature has documented the importance of engaging young children in early mathematics through play-based instruction, which can lead to lasting differences in their understanding of mathematical concepts. (NAEYC & NCTM Position Statement, 2010; Piasta, et al., 2015). Educators need professional development that provides tools and pedagogical content knowledge in order to achieve this goal. While the literature regarding effective professional development is extensive, incorporating the needs of the participants from the beginning is an area under-researched (Garet et al., 2001). This study is grounded in Desimone’s (2009) framework for effective professional development; using this framework, we examine collaboration amongst researchers and practitioners advancing an early childhood mathematics professional development that draws on the self-reported needs of the participants.

Authors

• Alexis D. Spina, University of California - Santa Barbara

• Meghan Macias, University of California - Santa Barbara

• Leah Rosenbaum, University of California - Berkeley

• Jim Gribble, University of California - Santa Barbara

• Brittany Caldwell, University of California - Santa Cruz

• Paul Reimer, AIMS Center for Math and Science Education