Enhancing instruction in kindergarten: A professional development partnership to improve understanding of inquiry- and literacy-based pedagogies for educators and teacher candidates
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Ontario's inquiry-based Kindergarten program challenges teacher education programs and school boards to adopt new pedagogies. The Faculty of Education and local school board co-hosted professional development for educator teams and teacher candidates. Workshops introduced inquiry-based pedagogies, follow-up tasks consolidated learning, and reflection guided implementation. A pre-study survey indicated positive disposition towards inquiry, literacy, and planning, but many participants were unable to provide appropriate examples. The post-study survey showed that disposition towards inquiry-based pedagogies was maintained or improved, and participant examples aligned with workshop content. The article ends with a discussion of implications for enhancing practice in early years classrooms transitioning to new programs or pedagogical models.
Abstract
Ontario's inquiry-based Kindergarten program challenges teacher education programs and school boards to adopt new pedagogies. The Faculty of Education and local school board co-hosted professional development for educator teams and teacher candidates. Workshops introduced inquiry-based pedagogies, follow-up tasks consolidated learning, and reflection guided implementation. A pre-study survey indicated positive disposition towards inquiry, literacy, and planning, but many participants were unable to provide appropriate examples. The post-study survey showed that disposition towards inquiry-based pedagogies was maintained or improved, and participant examples aligned with workshop content. The article ends with a discussion of implications for enhancing practice in early years classrooms transitioning to new programs or pedagogical models.
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