Novice Early Childhood Teachers' Experiences With Professional Development: An Interpretive Phenomenological Approach

• In Event: Early Career Teachers' Experiences of Professional Development and Implications for Retention

Abstract

This study explored the perceived experiences of five novice early childhood education (ECE) teachers in relation to their professional development. Interpretative phenomenological analysis guided the research process and was used as the main tool for reflexive analysis. Results highlight the ways in which novice ECE teachers' perceptions of their professional development were interwoven with their self-efficacy and school climate. Based on this finding, we share implications for teacher professional development and preservice teacher training.

Authors

• Alison Hooper, University of Alabama

• Courtney A Potts, The University of Alabama - Tuscaloosa

• Melissa Webb-Walton, The University of Alabama