Implementation of evidence-based practices for early childhood social learning: a viewpoint on the role of teacher attitudes.
Purpose: Despite their documented benefits, evidence-based practices (EBPs) for early childhood social learning are not systematically implemented. Teachers are key players in the implementation process of intervention programs and instructional practices. This is a viewpoint about teachers' attitud...
| Publicado en: | Journal of Children's Services Vol. 15; no. 2; pp. 61 - 75 |
|---|---|
| Autor principal: | |
| Formato: | review tables/charts Journal Article |
| Publicado: |
Emerald Publishing Limited
2020
|
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=144616436&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 144616436 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 17466660 1XPH jtl: Journal of Children's Services issn: 17466660 maglogo: N pubinfo: dt: 2020 vid: 15 iid: 2 pid: 465 pub: Emerald Publishing Limited artinfo: ui: 144616436 144616436 144616436 10.1108/JCS-04-2019-0022 144616436 ppf: 61 ppct: 14 formats: tig: atl: Implementation of evidence-based practices for early childhood social learning: a viewpoint on the role of teacher attitudes. aug: au: Kallitsoglou, Angeliki affil: School of Education, University of Roehampton, London, UK sug: subj: Social Skills Training In Infancy and Childhood Faculty Attitudes Implementation Science Professional Practice, Evidence-Based Consumer Participation Models, Theoretical Professional Development Teachers Education Learning Environment Professional Practice, Research-Based Reflection Early Childhood Intervention Child Child: 6-12 years ab: Purpose: Despite their documented benefits, evidence-based practices (EBPs) for early childhood social learning are not systematically implemented. Teachers are key players in the implementation process of intervention programs and instructional practices. This is a viewpoint about teachers' attitudes towards EBPs and their role in the successful implementation of EBPs for early childhood social learning. Design/methodology/approach: The viewpoint draws on theoretical models of intervention implementation and innovation adoption to explore the importance of individual factors for EBPs implementation and to inform the understanding of the relationship between teachers' attitudes and EBPs implementation in the context of early childhood social learning. Additionally, it is informed by the literature on research-informed teaching to identify novel opportunities of cultivating positive views towards EBPs for early childhood social learning. Findings: According to implementation science, in addition to macro-level social and organisation factors, micro-level individual factors that pertain to professionals' attitudes towards EBPs are related to successful adoption and implementation of EBPs in organisations. Hence, it is important that the investigation of the adoption and implementation of EBPs for early childhood social learning considers the role of teachers' attitudes towards EBPs. A conceptual model is proposed to explain that research-informed teaching could contribute to fostering positive attitudes towards EBPs for early childhood social learning by raising awareness of the value and potential of research to transform pedagogy. Originality/value: This viewpoint draws on EBPs implementation science to identify important factors of EBPs adoption and implementation for early childhood social learning that have not been considered extensively and offers a conceptual framework to help understand how research-informed teaching could be an innovative avenue of promoting EBPs implementation in education. pubtype: Academic Journal doctype: review tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
|---|