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