"It Felt Good to Be Included": A Mixed-Methods Study of Pre-Kindergarten Teachers' Experiences with Professional Learning.

ABSTRACT: This article reports findings from a study to investigate the efficacy beliefs, experiences, and instructional practices of pre-kindergarten (pre-k) teachers from a high-need district who engaged in collaborative professional learning experiences provided by a partner university. The study also examined language and literacy instruction for children in their pre-k classrooms. The professional learning occurred as part of a project to support pre-k teachers within the district and to boost teaching effectiveness. Researchers employed a mixed methods approach to investigate how pre-k teacher participants (a) perceived their efficacy as teachers; (b) experienced early literacy-focused professional learning; and (c) approached literacy teaching within their classrooms. Analysis of three years

SUBMITTER: Barker KS 

PROVIDER: S-EPMC8014896 | biostudies-literature | 2022

REPOSITORIES: biostudies-literature