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Inspiring professional development for Early Childhood educators, Nicola Weir
Inspiring professional development for Early Childhood educators
Nicola Weir reports on a ‘Reading and Action Research Forum’
of their own perspectives and beliefs.’ on young children’s learning.
With teachers from around the world, we asked questions such as: How does leadership provide a platform for such a varying group of teachers to journey together, in providing an effective ‘international education’ for young children? How do teachers of such diverse beliefs about how young children learn, and what values they hold to in their practices, come together to provide a ‘common’ approach within a school, and yet bring with them their unique qualities, allowing children to experience ‘international’ views and thinking through the building of relationships with their individual teachers? How does leadership collaboratively and collectively journey the ‘school’s vision’, while receiving willing participation and engagement from all stakeholders?
The diversity of practice and beliefs were particularly evident to us in our teachers’ varying views on the role of play in learning. In our ‘international’ setting in Hong Kong, the
local Cantonese culture of teaching values academics, where children are seen as empty vessels and the role of the teacher is to fill them with pertinent knowledge and information (Wu, 2014). This view guides the teachers into a teacher–directed approach to early childhood education, where children are seated for the majority of their day at school, engaged in lessons. On the other hand, many teachers from the ‘western’ world see play as an effective medium of learning, although what that looks like in practice varies a great deal between countries and individuals (Wu, 2014).
In researching professional development, Davis (2012) and Lazzari (2012) discuss the importance of teachers’ unique personal and professional journeys, and suggest that leadership should provide opportunities for teachers to voice their values and views on education. Hallet (2013) would agree with the value of colleague discussion and dialogue, and further explains that this type of professional engagement amongst teachers allows for deeper understanding and growth. Guskey (2002) discusses the importance of teachers having hands-on experience of the curriculum or pedagogical reform required of teachers, in order to see firsthand the outcomes the ‘new’ approach has on their learners; only then do teachers commit to the espoused values as they experience the direct effect on their learners.
Mardell et al (2009) encourage teachers to engage in regular action research, generating relevant questions to research in the classroom by engaging in the focal practice or issue of interest. Gathering data and real-life evidence, teachers return to discuss and share their findings, further informing their questions and, in turn, quality practice for effective learning in early childhood settings. Mardell et al found that action research was the best way for teachers to link theory to practice as they continuously question and ‘test’, developing their practice through informed experiences.
Taking into account the complex set-up with seventy two teachers from all around the world, and recognising the importance of open discussion and dialogue, teachers’ hands-on experience, and posing pertinent professional questions regarding quality practice and learning within early childhood education, we developed the ‘Reading and Action Research Discussion Forums’ as a professional training and development initiative. Our aim was to provide an effective platform that gave each teacher the opportunity not only to voice their own unique perspectives, but also to hear from others, as well as to arrive at a deeper understanding of what the early childhood arena considers ‘best practices’ through the readings of professional documentation, followed by a chance to ‘test’ it for themselves in practice, for further reflection.
Each forum starts with each teacher being given the same professional early childhood book or relevant articles/ research journals (related to the current ‘place’ or ‘need’ of professional growth within the school), and assigned readings for the session. Alongside the relevant reading would be a question or research observation teachers were required to implement in class, and bring along to the discussion. Once a month they would come together in small cross-cultural groups to discuss the reading, along with their ‘research’–related observations. This allowed teachers to put the theory into practice, experience it for themselves, then come together to discuss their perspectives and challenge each other’s beliefs. At the end of the year, teachers each presented on a personal action research question that underpinned the year’s discussions.
The ‘Reading and Action Research Discussion Forums’ were a positive move forward for our context, as teachers share, and experience, their inner transformation of their own perspectives and beliefs. This initiative has allowed us as an early childhood setting to contextualise and remain relevant to the families and society we cater for, while being progressive in equipping our children for a global and international world.
The views of three teacher participants sum up the benefits as follows:
“I have thoroughly enjoyed the discussions and the interactions with my colleagues during the reading and forums. These reading sessions have provided a wealth of inspiration and have transformed my teaching practice. I have become more observant, and have started valuing children as competent individuals and believing in their capabilities: that they are engaging in a process that is not static; it’s unfolding”. (Teacher from India, teaching four and five year old children) “I think the Reading and Forums have made me realize how important detailed observations are. For example, we are not just observing their language, we are observing their tone, expressions, emotions, connections, etc. I also think it is great that we can share ideas about how to observe, and extend the children’s interests. We can learn from each other”. (Teacher from Hong Kong, teaching three and four year old children)
“Engaging in the Reading and Forums in discussions and activities with my colleagues has definitely broadened my thinking and awareness. I am able to have more insight and respect, and value, for different approaches and cultures. I am also able to reflect upon, and improve on, my own practice”. (Teacher from South Africa, teaching one to three year olds).
References
Davis, G (2012) A documentary analysis of the use of leadership and change theory in changing practice in early years settings, Department of Education, Anglia Ruskin University, Chelmsford Guskey, T R (2002) Professional Development and Teacher Change, Teachers and Teaching: Theory to Practice, 8, 381-391. Hallet, H (2013) ‘We all share a common vision and passion’: Early years professionals reflect upon their leadership of practice role, Journal of Early Childhood Research, 11, 3, 312-325 Lazzari, A (2012) Reconceptualising professionalism in early childhood education: insights from a study carried out in Bologna, Early Years: An International Research Journal, 32, 3, 252-265 Mardell, B et al (2009) Zooms: Promoting School-wide Inquiry and Improving Practice, in G. Perry, B. Henderson, & D. Meier (Eds.), Our inquiry, our practice: undertaking, supporting, and learning from early childhood teacher research(ers) (pp 159–171). Washington, DC: NAEYC. Wu, Shu Chen (2014) Practical and conceptual aspects of children’s play in Hong Kong and German kindergartens, Early Years: An International Research Journal, 3, 1, 49-66
