In-service Professional Development and Constructivist Curriculum: Effects on Quality of Child Care, Teacher Beliefs, and Interactions
Keywords:inservice professional development, child care, constructivist curriculum
AbstractThe purpose of this study was to assess three methods of delivering in-service professional development regarding constructivist curriculum for early childhood educators. Educators in 44 not-for-profit child care centres in three Canadian cities were studied; 94 educators with formal preservice training participated. The three methods were (a) a consultant model, (b) workshops, and (c) a readings group. Global classroom quality was assessed with the Early Childhood Environment Rating Scale-Revised ([ECERS-R], Harms, Clifford, & Cryer, 2005), educators were interviewed about their beliefs regarding curriculum, and modified running record observations of educator-child interactions (i.e., guidance, directives) were assessed before and after the 15-week intervention. Over time the consultant model was associated with an increase in guidance interaction (i.e., promoting children’s learning and development). A number of findings related to site were evident for quality of child care and educator beliefs, and highlight the challenges associated with conducting multi-site research studies. Implications for providing in-service professional development regarding curriculum are discussed.
L’objectif de cette étude était d’évaluer trois méthodes de prestation de développement professionnel offert sur place et portant sur un programme d’études constructiviste pour éducateurs de la petite enfance. Quatre-vingt-quatorze éducateurs avec une formation d’orientation formelle et provenant de 44 garderies sans but lucratif dans trois villes canadiennes ont participé à l’étude. Les trois méthodes employées étaient les suivantes : (a) un modèle de consultation, (b) des ateliers et (c) un groupe de lectures. Nous avons évalué la qualité globale de la classe d’après l’échelle d’évaluation révisée du milieu d’apprentissage de la petite enfance (Early Childhood Environment Rating Scale-Revised, Harms, Clifford, & Cryer, 2005), passé en entrevue les éducateurs pour connaitre leurs croyances par rapport au programme d’études et évalué, avant et après les 15 semaines d’intervention, des fiches d’observation individualisée modifiées portant sur les interactions entre l’éducateur et les enfants (conseils, directives). À la longue, un lien s’est établi entre le modèle de consultation et une augmentation de l’interaction impliquant des conseils (stimulation du développement et de l’apprentissage des enfants). Plusieurs des conclusions liées au site étaient évidentes en ce qui concerne la qualité de la garde des enfants et les croyances des éducateurs, et elles font ressortir les défis découlant des projets de recherche impliquant plusieurs sites. Nous évoquons les implications de fournir du développement professionnel portant sur les programmes d’études.
UNIVERSITY OF ALBERTA COPYRIGHT LICENSE AND PUBLICATION AGREEMENT
If accepted, authors will be asked to sign a copyright agreement with the following points:
A. Where there is any inconsistency between this Copyright License and Publication Agreement and any other document or agreement in relation to the same subject matter, the terms of this Agreement shall govern.
B. This document sets out the rights you are granting in relation to publication of your article, book review, or research note entitled (the “Article”) through inclusion in the academic journal titled Alberta Journal of Educational Research (the “Journal”) published through the Faculty of Education, representing the Governors of the University of Alberta (the “Journal Editor”).
C. There will be no payment to you for this publication and grant of rights. In consideration of the agreement to publish the Article in the Journal:
1. You are warranting that:
- the content of the Article is your original work, and its content does not contain any material infringing the copyright of others; or, where the Article is not entirely your original work, you have obtained all necessary permissions in writing to grant the rights you are giving in this agreement;
- the content of the Article does not contain any material that is defamatory of, or violates the privacy rights of, or discloses the confidential information of, any other person;
- the Article has not been published elsewhere in whole or in part, and you will not allow publication of the Article elsewhere without the consent of the Journal Editor;
- the names of all co-authors and contributors to the Article are:
2. You agree to license the copyright in the Article to the Journal Editor, on a worldwide, perpetual, royalty free basis; and to the extent required by the terms of this agreement. You shall retain the right at all times to be acknowledged as the/an author of the Article.
3. You further agree that the Journal Editor has the entitlement to deal with the Article as the Journal Editor sees fit, and including in the following manner;
- The right to print, publish, market, communicate and distribute the Article and the Journal, in this and any subsequent editions, in all media (including electronic media), in all languages, and in all territories, ing the full term of copyright, and including any form of the Article separated from the Journal, such as in a database, abstract, offprint, translation or otherwise, and to authorize third parties to do so;
- The right to register copyright of the Journal;
- The right to edit the Article, to conform to editorial policy as the Journal Editor sees fit.
4. If any co-author or contributor to the Article does not sign this agreement, the Journal Editor reserves the right to refuse to publish the Article.