The nature and extent of change in early childhood educators' language and literacy knowledge and beliefs

被引：18

作者：

Ottley, Jennifer R. ^{[1
,4
]}

Piasta, Shayne B. ^{[1
,2
]}

Mauck, Susan A. ^{[3
]}

Weber-Mayrer, Melissa ^{[2
,3
]}

Justice, Laura M. ^{[1
]}

机构：

[1] Ohio State Univ, Crane Ctr Early Childhood Res & Policy, Columbus, OH 43210 USA

[2] Ohio State Univ, Dept Teaching & Learning, Columbus, OH 43210 USA

[3] Ohio State Univ, Dept Educ Studies, Columbus, OH 43210 USA

[4] Ohio Univ, Dept Teacher Educ, Athens, OH 45701 USA

来源：

TEACHING AND TEACHER EDUCATION | 2015年 / 52卷

关键词：

Early childhood education; Professional development; Emergent literacy; Instructional beliefs; Teacher knowledge; PROFESSIONAL-DEVELOPMENT; TEACHER EFFICACY; SELF-EFFICACY; IMPACT; IMPLEMENTATION; ATTITUDES; PERSPECTIVES; QUALITY; VIEWS; PRINT;

D O I：

10.1016/j.tate.2015.08.005

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Professional development (PD) can enhance educators' knowledge and beliefs, but research has yet to determine the nature and extent of such change. This study examined the patterns and predictors of change in knowledge and beliefs for early childhood educators participating in state-implemented PD. Results from a longitudinal piecewise growth model indicated that educators improved their knowledge and beliefs to varying extents during the school year when PD was provided. Change then plateaued with educators neither improving nor regressing during the subsequent school year. Openness to change and self-efficacy significantly predicted knowledge and beliefs, respectively. Research and practice implications are provided. (C) 2015 Elsevier Ltd. All rights reserved.

引用

页码：47 / 55

页数：9

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