ECE Teachers' Perceptions of Evidence-Based PD and Intensive Coaching
Loading...
Date
2021-04
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Abstract
The instruction children receive from their early childcare and education (ECE) teachers through close relationships heavily impacts child learning and development, including emotional and social well-being, adaption to formal schooling, academic achievement, and overall life course trajectories (Brebner et al., 2015; Denham, 2006; Owen et al., 2008; Shonkoff & Phillips, 2000). Unfortunately, the training that influences these meaningful learning interactions is lacking. Many ECE teachers are without the proper educational training or professional development (PD) needed to foster these formative learning environments. Previous research has established coaching as a key factor of PD that enhances teachers' knowledge, skill, and education level, as well as assists with putting knowledge into practice (Kraft et al., 2018; Whitebook et al., 2018). These professional partnerships are most effective when strong, supportive relationships are formed between both actors (Artman-Meeker et al., 2015). To that effect, the purpose of this study was to examine ECE teachers' perceptions of a specialized PD training that combined evidence-based online modules with intensive coaching support. Distinguishing teachers' experiences of practice-based coaching can allow for the identification of key factors that support ECE teachers' learning and influence the instruction children receive within the early care setting. This study found that teachers held positive perceptions of intensive coaching after completing an online, evidenced-based professional development training. Our results offer suggestions for future research regarding the impact of coaching on teachers' professional development and educational influence on the growth and development of children.
Description
Poster Division: Education and Human Ecology: 2nd Place (The Ohio State University Edward F. Hayes Graduate Research Forum)
Keywords
Early care and education, Teacher perceptions, Professional development, Coaching