Increasing the odds for success: Applying evidence-based professional learning to foster self-regulation and executive functioning in preschool classrooms

IF 1.6 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH
Rosalyn Muir, Steven J Howard, Lisa Kervin
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引用次数: 0

Abstract

Higher educator qualifications and training are associated with more positive child outcomes. For in-service educators, professional learning (PL) is promotive of high-quality pedagogical practices. Yet rarely is PL efficacy evaluated. This paper elucidates the principles underpinning a PL program for in-service preschool educators that generated educator-level practice change and child-level self-regulation and executive function improvement. Grounded in contemporary research on characteristics for effective PL, expected mechanisms of change are articulated in relation to the design and implementation of PL programs. Mechanisms included: presenting credible information from high-quality evidence and sources; managing educators’ cognitive load; modelling new learning within the specific educational context; and encouraging self-monitoring. This paper details how the PL program leverages these mechanisms, in alignment with recognised characteristics for effective PL. Through this mapping, this paper provides an example of the potential of PL to foster a positive shift in educator practices.
提高成功几率:应用循证专业学习促进学前班的自我调节和执行功能
教育工作者的学历和培训水平越高,对儿童的影响就越大。对于在职教育工作者来说,专业学习(PL)有助于促进高质量的教学实践。然而,很少有人对专业学习的效果进行评估。本文阐明了针对在职学前教育工作者的专业学习计划的基本原则,该计划促进了教育工作者的实践变革以及儿童自我调节和执行功能的改善。本文以当代关于有效参与式学习特征的研究为基础,阐述了与参与式学习计划的设计和实施相关的预期变革机制。这些机制包括:提供来自高质量证据和来源的可靠信息;管理教育者的认知负荷;在特定教育背景下模拟新的学习;以及鼓励自我监控。本文详细介绍了可持续发展教育计划如何利用这些机制,并与公认的有效可持续发展教育的特征保持一致。通过这种映射,本文举例说明了可持续发展教育在促进教育工作者积极转变做法方面的潜力。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Australasian Journal of Early Childhood
Australasian Journal of Early Childhood EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
3.10
自引率
16.70%
发文量
24
期刊介绍: The Australasian Journal of Early Childhood (AJEC) is Australasia’s foremost scholarly journal and the world’s longest-running major journal within the early childhood education and care sector. Published quarterly, AJEC offers evidence-based articles that are designed to impart new information and encourage the critical exchange of ideas among early childhood practitioners, academics and students. AJEC is peer reviewed by leading early childhood education and care academics, against quality-assurance guidelines to ensure that all articles promote best practice and disseminate high-quality information in the early childhood education and care sector.
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