Early Childhood Teachers' Lives in Context: Implications for Professional Development in Under‐Resourced Areas.
This study explores the personal, professional, and contextual conditions faced by early childhood education (ECE) teachers in under‐resourced settings and how these relate to teacher responsiveness to professional development (PD): namely, teacher attrition (a sign of PD failure when occurring shor...
| Publicado en: | American Journal of Community Psychology Vol. 63; no. 3/4; pp. 270 - 286 |
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| Autores principales: | , , , , , |
| Formato: | Artículo |
| Publicado: |
Wiley-Blackwell
Jun2019
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| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=137200358&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 137200358 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 00910562 CMP jtl: American Journal of Community Psychology issn: 00910562 maglogo: N pubinfo: dt: Jun2019 vid: 63 iid: 3/4 pid: 480 pub: Wiley-Blackwell artinfo: ui: 137200358 10.1002/ajcp.12325 ppf: 270 ppct: 16 formats: fmt: – @attributes: type: T – @attributes: type: C – @attributes: type: P size: 447KB tig: atl: Early Childhood Teachers' Lives in Context: Implications for Professional Development in Under‐Resourced Areas. aug: au: Schwartz, Kate Cappella, Elise Aber, J. Lawrence Scott, Marc A. Wolf, Sharon Behrman, Jere R. affil: Global TIES for Children, New York University, New York NY, USA Department of Applied Psychology, New York University, New York NY, USA Department of Applied Statistics, New York University, New York NY, USA Graduate School of Education, University of Pennsylvania, Philadelphia PA, USA Economics Department, University of Pennsylvania, Philadelphia PA, USA su: Ghana Career development Early childhood education Early childhood teachers Teacher development Teacher attrition sug: subj: Career development Early childhood education Ghana Professional and Management Development Training Vocational Rehabilitation Services Early childhood teachers Teacher development Teacher attrition keyword: Implementation science Professional development Teacher well‐being Under‐resourced settings Implementation science Professional development Teacher well‐being Under‐resourced settings ab: This study explores the personal, professional, and contextual conditions faced by early childhood education (ECE) teachers in under‐resourced settings and how these relate to teacher responsiveness to professional development (PD): namely, teacher attrition (a sign of PD failure when occurring shortly after PD), take‐up of offered PD, adherence to PD training/materials, and quality of implementation. We use data from six disadvantaged districts in the Greater Accra Region of Ghana and PD focused on implementation of a national, play‐based curriculum. Descriptive statistics indicate that ECE teachers (n = 302) face a multitude of barriers to high quality teaching across the bioecological model. Multilevel mixed effects models find that teachers with low job satisfaction are more likely to leave the school within the academic year. Teachers with moderate to severe depression are less likely to attend PD trainings. Senior teachers and those with poverty risks are less likely to adhere to PD material. Teachers with many time demand barriers are more likely to adhere to material. They also implement the content at higher observed quality as do teachers with bachelor's degrees and early childhood development (ECD) training. Take‐up of PD also predicts quality of implementation. Practice and research implications are discussed. Highlights: Teachers' lives are often overlooked and critical to classroom quality and workforce development.ECE teachers face many barriers to effective teaching and responsiveness to professional development.Job satisfaction predicts teacher attrition and depression predicts take up of the teacher training.ECE experience, personal poverty, and time demands predict adherence to training materials.Time demands, higher education, ECD training, and training take‐up predict implementation quality. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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