Pre-Kindergarten Teachers' Experiences With Professional Learning in a School-University Partnership: A Mixed-Methods Study

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

Abstract

This paper reports findings from a study to investigate the efficacy beliefs, experiences, and instructional practices of pre-kindergarten (pre-k) teachers from a high-need school district who engaged in collaborative professional learning experiences provided by a partner university. The professional learning occurred as part of a pilot project to support pre-k teachers within the district and to boost teaching effectiveness. Researchers employed a mixed methods approach to investigate how pre-k teacher participants (a) perceived their efficacy as teachers; (b) experienced early literacy-focused professional learning; and (c) approached literacy teaching within their classrooms. Analysis of two years of data reveal alignment between the participants’ sense of efficacy and instructional strengths and areas for growth both self-reported and observed.

Authors

• Kim Stevens Barker, Augusta University

• Do-Hong Kim, Wayne State University

• Beth Murray Pendergraft, Augusta University