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Novice early childhood teachers' perceptions of their professional development experiences: an interpretive phenomenological approach.

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Title: Novice early childhood teachers' perceptions of their professional development experiences: an interpretive phenomenological approach.
Authors: Hooper, Alison1 (AUTHOR) alhooper2@ua.edu, Potts, Courtney1 (AUTHOR), Walton, Melissa1 (AUTHOR)
Source: Journal of Early Childhood Teacher Education. Jul-Sep2023, Vol. 44 Issue 3, p310-329. 20p. 1 Chart.
Subject Terms: *Teacher development, *Career development, *Early childhood teachers, *Early childhood educators, *Early childhood education, Phenomenology
Abstract: Professional development is an important tool for supporting early childhood teachers in implementing developmentally appropriate practices and child-guided instruction in the classroom. This phenomenological study explored five U.S. novice early childhood education teachers' experiences with professional development. Specifically, we explored how these teachers' perceptions of their professional development experiences were interwoven with individual-level characteristics and organizational-level features. Findings suggest that participating teachers' self-efficacy and perceptions of school climate strongly influenced their perceptions of professional development. Participants described valuing hands-on learning opportunities and social support. All reported feeling unprepared for certain aspects of their role as an early educator; however, participants responded to these feelings differently. Findings have implications for improving induction and professional development for novice early childhood educators. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Early Childhood Teacher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Novice early childhood teachers' perceptions of their professional development experiences: an interpretive phenomenological approach.
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  Data: <searchLink fieldCode="AR" term="%22Hooper%2C+Alison%22">Hooper, Alison</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> alhooper2@ua.edu</i><br /><searchLink fieldCode="AR" term="%22Potts%2C+Courtney%22">Potts, Courtney</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Walton%2C+Melissa%22">Walton, Melissa</searchLink><relatesTo>1</relatesTo> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Early+Childhood+Teacher+Education%22">Journal of Early Childhood Teacher Education</searchLink>. Jul-Sep2023, Vol. 44 Issue 3, p310-329. 20p. 1 Chart.
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  Data: *<searchLink fieldCode="DE" term="%22Teacher+development%22">Teacher development</searchLink><br />*<searchLink fieldCode="DE" term="%22Career+development%22">Career development</searchLink><br />*<searchLink fieldCode="DE" term="%22Early+childhood+teachers%22">Early childhood teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Early+childhood+educators%22">Early childhood educators</searchLink><br />*<searchLink fieldCode="DE" term="%22Early+childhood+education%22">Early childhood education</searchLink><br /><searchLink fieldCode="DE" term="%22Phenomenology%22">Phenomenology</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Professional development is an important tool for supporting early childhood teachers in implementing developmentally appropriate practices and child-guided instruction in the classroom. This phenomenological study explored five U.S. novice early childhood education teachers' experiences with professional development. Specifically, we explored how these teachers' perceptions of their professional development experiences were interwoven with individual-level characteristics and organizational-level features. Findings suggest that participating teachers' self-efficacy and perceptions of school climate strongly influenced their perceptions of professional development. Participants described valuing hands-on learning opportunities and social support. All reported feeling unprepared for certain aspects of their role as an early educator; however, participants responded to these feelings differently. Findings have implications for improving induction and professional development for novice early childhood educators. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
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  Data: <i>Copyright of Journal of Early Childhood Teacher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/10901027.2022.2043495
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      – Code: eng
        Text: English
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        Type: general
      – SubjectFull: Career development
        Type: general
      – SubjectFull: Early childhood teachers
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      – SubjectFull: Early childhood educators
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      – SubjectFull: Early childhood education
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      – SubjectFull: Phenomenology
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            – D: 01
              M: 07
              Text: Jul-Sep2023
              Type: published
              Y: 2023
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