Professional Development to Enhance Educators’ KSDs (Knowledge, Skills, and Disposition) in Supporting Children’s Self- and Cultural Understanding

• In Event: Sunday Roundtable Session 1:15 pm
  In Roundtable Session: Student Achievement and Student Support (Table 27)

Abstract

Early childhood educators (ECEs) play a key role in ensuring that young children experience early environments that affirm their identities and developing senses of self. The present study examines the impacts of a hybrid (online/coaching) professional development intervention on teachers’ KSDs related to supporting children’s self and cultural understanding. Quantitative results from our study of 55 ECEs show a measurable change in teachers’ knowledge from pre- to post-test while qualitative results suggest positive changes in teachers’ ability to design affirming classroom experiences that create community between children, families, and ECEs. Few teachers, however, described reflecting on their own dispositions. Future research will need to examine dispositions more closely and assess teachers’ translation of knowledge and skills into classroom practice.

Authors

• Dahyung Ryu, The Ohio State University

• Erin Tebben, The Ohio State University

• Carly Geraghty, The Ohio State University

• Erin Fox, The Ohio State University

• Sarah N Lang, The Ohio State University