Impact of Online Professional Development on Kindergarten Teachers’ Beliefs and Intentions Regarding Teacher-Child Interactions

• In Event: AERA Roundtable Session Wednesday 10:50 am Four Seasons Ballroom 1
  In Roundtable Session: Ecology of Early Childhood (Table 3)

Abstract

Professional development (PD) opportunities for early childhood teachers on how to interact with children are insufficient. We designed an online PD entitled Chat with Children. This study explores how this course influenced teachers’ beliefs and intentions regarding interacting with children. Participants were 217 in-service Hong Kong kindergarten teachers. Pre-post evaluation was conducted to examine teachers’ beliefs and intentions. After completing the course, participants had stronger beliefs and intentions to organize interactive activities, address children’s needs with sensitivity, and engage children in communications. Moreover, teachers believed that they should give children more freedom to settle conflicts, rather directing their misbehaviours immediately. This study reveals the potential of online PD to enhance teachers’ beliefs and intentions regarding teacher-child interactions.

Authors

• Xuanyi Wu, Yew Chung College of Early Childhood Education

• Alfredo Bautista, The Education University of Hong kong

• Kerry Lee, Yew Chung College of Early Childhood Education