Knowledge dissemination among early childhood staff members: a promising pathway for professional learning

IF 0.9 Q3 EDUCATION & EDUCATIONAL RESEARCH
Travis Cramer, Joana Canto Porto de Moraes, A. McKenna, Kelsey Keays Hagerman, LaRue Allen
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引用次数: 5

Abstract

ABSTRACT This study uses data from semi-structured interviews conducted with 44 early childhood education (ECE) staff and examines how knowledge dissemination processes operate in ECE centers, including how information from off-site trainings is diffused among staff. Our sample includes administrators, lead teachers, and assistant teachers serving children aged zero to five in a large ethnically-diverse urban district. We find that staff reported exchanging information through formal channels (e.g., scheduled staff meetings) and informal channels (e.g., extemporaneous meetings, advice-seeking interactions); our findings suggest that informal channels may be especially prevalent and consequential to ECE staff’s professional learning. ECE professionals explained that they sought certain colleagues for information/advice primarily based on the colleague’s expertise but also because of a colleague’s job title and their familiarity with that colleague. Lastly, we find that nearly half of staff reported sharing information they received from off-site professional development with colleagues at their ECE center.
幼儿工作人员的知识传播:专业学习的一条很有前途的途径
本研究使用了对44名幼儿教育(ECE)工作人员进行的半结构化访谈的数据,并研究了知识传播过程如何在ECE中心运作,包括非现场培训的信息如何在工作人员中传播。我们的样本包括在一个种族多元化的城市地区为0到5岁儿童服务的行政人员、班主任和助理教师。我们发现,员工报告通过正式渠道(如预定的员工会议)和非正式渠道(如临时会议、寻求建议的互动)交换信息;我们的研究结果表明,非正式渠道可能对欧洲经委会工作人员的专业学习特别普遍和重要。欧洲经委会专业人员解释说,他们向某些同事寻求信息/咨询主要是根据该同事的专门知识,但也因为该同事的职称和他们对该同事的熟悉程度。最后,我们发现近一半的工作人员报告说,他们与欧洲经委会中心的同事分享了他们从非现场专业发展中获得的信息。
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来源期刊
Journal of Early Childhood Teacher Education
Journal of Early Childhood Teacher Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.20
自引率
16.70%
发文量
27
期刊介绍: The Journal of Early Childhood Teacher Education, the official journal of the National Association of Early Childhood Teacher Educators, publishes original manuscripts, reviews, and information about association activities. Its purpose is to provide a forum for consideration of issues and for exchange of information and ideas about research and practice in early childhood teacher education. JECTE welcomes research reports, position papers, essays on current issues, reflective reports on innovative teacher education practices, letters to the editor and book reviews.
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