Novice early childhood teachers' perceptions of their professional development experiences: an interpretive phenomenological approach

Professional development is an important tool for supporting early childhood teachers in implementing developmentally appropriate practices and child-guided instruction in the classroom. This phenomenological study explored five U.S. novice early childhood education teachers' experiences with p...

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Veröffentlicht in:	Journal of early childhood teacher education 2023-07, Vol.44 (3), p.310-329
Hauptverfasser:	Hooper, Alison, Potts, Courtney, Walton, Melissa
Format:	Artikel
Sprache:	eng
Schlagworte:	Beginning Teachers Developmentally Appropriate Practices Early childhood education Early Childhood Teachers Educational Environment Faculty Development Institutional Characteristics Kindergarten Professional development Teacher Attitudes Teacher Characteristics Teacher education Teaching Experience
Online-Zugang:	Volltext
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