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Autor/in | Schmidtke, Amy |
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Titel | A Qualitative Study of Kindergarten Teachers' Perceptions about the Influences of Professional Learning on Their Implementation of Guided Play |
Quelle | In: Journal of Research in Childhood Education, 37 (2023) 1, S.49-76 (28 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Schmidtke, Amy) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0256-8543 |
DOI | 10.1080/02568543.2022.2064013 |
Schlagwörter | Preschool Teachers; Kindergarten; Teacher Attitudes; Faculty Development; Play; Teaching Methods; Learner Engagement; Cognitive Processes; Psychological Patterns; Social Behavior; Teacher Student Relationship; Interprofessional Relationship Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Lehrerverhalten; Spiel; Teaching method; Lehrmethode; Unterrichtsmethode; Cognitive process; Kognitiver Prozess; Social behaviour; Soziales Verhalten; Teacher student relationships; Lehrer-Schüler-Beziehung |
Abstract | Despite numerous research findings that support play's positive impact on children's learning, pressure to pass high-stakes tests later in the elementary years has prompted a decrease in the amount of time for kindergarten play. While play proponents work to prioritize play in kindergarten, there is a dilemma. How can educators respond to the academic demands placed on today's kindergartners without compromising essential play practices? There is limited research on how to build kindergarten teachers' capacity to organize and facilitate play in ways that are both developmentally appropriate and effective at accelerating academic outcomes. This investigation reports findings from interviews with seven kindergarten teachers recommended for a play leadership cohort by administrators because of their instructional and leadership skills. Participants engaged in a two-year series of connected professional learning experiences influencing them to expand time and enhance quality of play in their classrooms. Findings from this study extend existing knowledge outlining four dimensions of effective professional learning: cognitive engagement, emotional engagement, social engagement with students, and social engagement with colleagues. This study sheds light on how these dimensions of professional learning are effective in developing kindergarten teachers' capacity for implementing guided play practices. Implications and recommendations for future research are included. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |