Promoting Professionalism in Infant Care: Lessons From a Yearlong Teacher Preparation Project

Teacher research served as both the content and frame of analysis for this study. Parallel teacher research projects took place over the course of a year as preservice teachers engaged in their first experience with teacher research as part of an infant-toddler development course and the first autho...

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Bibliographic Details
Published in:Journal of early childhood teacher education 2010-01, Vol.31 (3), p.207-221
Main Authors: Branscomb, Kathryn R., Ethridge, Elizabeth A.
Format: Article
Language:English
Subjects:
Babies
Child Care
Child Development
Collaboration
Conferences (Gatherings)
Infant Care
Infants
Interviews
Parent Attitudes
Parent Teacher Cooperation
Parents & parenting
Preschool children
Preservice Teacher Education
Preservice Teachers
Program Effectiveness
Reflective Teaching
Student Teacher Attitudes
Student Teaching
Studies
Teacher Competencies
Teacher education
Teacher Educators
Teacher Researchers
Teaching Methods
Toddlers
Young Children
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Summary:Teacher research served as both the content and frame of analysis for this study. Parallel teacher research projects took place over the course of a year as preservice teachers engaged in their first experience with teacher research as part of an infant-toddler development course and the first author (their instructor) engaged in teacher research of her own to assess the effectiveness of this project in enhancing the students' professional preparation to work with families of infants and toddlers. Seven preservice teachers who ranged from 20 to 49 years of age participated. Students engaged in research training, conducted parent interviews, collaboratively analyzed their findings, and advocated for parents by giving presentations at the local and national level. Data collected included student reflections, a postproject survey, and the first author's reflections on her teaching practices. Qualitative findings regarding the students' experiences and construction of knowledge throughout the project are shared in addition to the first authors' reflections on the lessons she learned as a teacher educator during this primarily student-led project. Implications for teacher education practices are included.
ISSN:1090-1027
1745-5642
DOI:10.1080/10901027.2010.500513