Novice Early Childhood Teachers' Perceptions of Preservice Preparation and In-Service Professional Development

• In Event: AERA Poster Session 5
  In Poster Session: Early Childhood Workforce Issues

Abstract

This study uses qualitative data from interviews of five novice early childhood teachers to explore how they perceive both their preservice preparation and their inservice professional development and support. The goal is to identify the elements of professional development that new teachers find effective. We address these research questions: 1) What inservice supports do novice ECE teachers experience, and how do they perceive the effectiveness of these supports?, and 2) How well do novice ECE teachers believe their preservice teaching experiences prepared them to be classroom teachers? Overall, the participants identify professional development as effective when it is tailored to their needs and relevant to early childhood education.

Authors

• Alison Hooper, University of Alabama

• Melissa Webb-Walton, The University of Alabama