Preschool Teachers' Participation in a Culturally Relevant Robotics Program: Barriers and Facilitators Impacting Professional Learning (Poster 35)

• In Event: Sunday Poster Session 7:45 am
  In Poster Session: Early Education and Child Development: Poster Session 2

Abstract

Early childhood professional learning acts as an opportunity to enhance practices and support learning and development. But, professional learning is variable in its efficacy and cannot be assumed to function consistently across individuals. Based upon personal, contextual, and structural factors, teachers’ experiences vary. This study followed 10 public PreK teachers and educational assistants implementing a preschool robotics program and participating in accompanying PL to support uptake. Barriers and facilitators, specifically related to teachers’ capacity, motivation, and opportunity, were explored thematically across multiple data sources demonstrating universally and individually experienced challenges and affordances. This qualitative study provides insights for early childhood PL and the ways in which teachers’ experiences with engagement and implementation may differ.

Authors

• Margaret F. Quinn, Texas A&M University

• Hannah Rae Thompson, University of Tennessee

• Lori Caudle, University of Tennessee

• Frances K. Harper, University of Tennessee

• Charles E. Flowers, California State University - Fullerton

• Temvolo Mastebula, University of Tennessee