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Early Childhood Teachers’ Professional Development during the National Board Certification: An Individual Model and a Collegial Model

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초록

As few studies have investigated how contrasting models of professional development might impact teachers’ learning experiences, this study examined how individual and collegial models of professional development impact early childhood teachers’ cognitive and emotional experiences during the National Board Certification. The findings from a longitudinal, comparative case study suggest that the individual model facilitated a high level of self-reflection at the expense of feelings of isolation and frustration, while the collegial model without critical feedback led an early childhood teacher to uphold a status quo at the first year of candidacy. This study discusses the implications of facilitating optimal professional development that balances early childhood teachers’ independent work and collegiality.

Abstract

As few studies have investigated how contrasting models of professional development might impact teachers’ learning experiences, this study examined how individual and collegial models of professional development impact early childhood teachers’ cognitive and emotional experiences during the National Board Certification. The findings from a longitudinal, comparative case study suggest that the individual model facilitated a high level of self-reflection at the expense of feelings of isolation and frustration, while the collegial model without critical feedback led an early childhood teacher to uphold a status quo at the first year of candidacy. This study discusses the implications of facilitating optimal professional development that balances early childhood teachers’ independent work and collegiality.

참고문헌 (55)

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The Application of Early Childhood Professional Teaching Standards in the U.S.: A Comparative Study of a Preschool and an Elementary School Teacher권경아, 임혜성, Elaine Surbeck한국유아교육학회 · International Journal of Early Childhood Education2018 · 제24권 제1호Exploring the Meaning of Professional Development Through Early Childhood Teachers' Learning Experiences Based on Transformative Learning Theory박선미한국유아교육학회 · International Journal of Early Childhood Education2010 · 제16권 제2호Early Childhood Teachers' Identities as Instructional Tools for Emotional Scaffolding박미화한국유아교육학회 · International Journal of Early Childhood Education2011 · 제17권 제1호The Ongoing Process of Teacher Identity: A Qualitative Study on One Early Childhood Induction Teacher’s Experience박수경한국유아교육학회 · International Journal of Early Childhood Education2009 · 제15권 제2호In-Service Child Care Teachers’ Views on How High-Quality Teacher-Child Interaction Develops in the Korean Early Childhood Care and Education Context김명순, 김수정한국유아교육학회 · International Journal of Early Childhood Education2018 · 제24권 제1호Research on the Role of the Relationship between Early Childhood Preservice Teachers and Their Cooperating Teachers in Influencing Preservice Teachers' Autonomy한민경한국유아교육학회 · International Journal of Early Childhood Education2010 · 제16권 제1호

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