How Early Childhood Learning Influences Beginning Literacy Teachers’ Professional Learning

Monica McGlynn-Stewart

Abstract


Research has shown that teachers’ beliefs and personal experiences play a significant role in their professional decision-making and practice, including their experiences as school children. This research study examined how the professional learning of Canadian beginning elementary teachers was influenced by their own early learning experiences in school. Six teachers were observed and interviewed in their classrooms 5 times over the first 3 years of their teaching career. Case studies were developed for each teacher and themes were explored across cases. The findings from this study suggest that pre-service and in-service teacher education programs need to provide teachers with opportunities to critically examine how their early learning experiences influence their professional learning experiences and priorities.

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Dolana Mogadime
Editor, Brock Education
Faculty of Education, Brock University
Contact Editor ISSN 23717750

Creative Commons Licence
This work is licensed under a Creative Commons Attribution 2.5 Canada License