Search results for: Han Heejeong Sophia

The author examined the effectiveness of a professional development (PD) experience on preschool teachers' instructional strategy development. The preschool teachers were guided to design the specific contents of the PD workshops and were offered an on-site facilitation opportunity, delineating teacher-driven and job-embedded approaches, respectively. Findings suggest that teacher-driven PD workshops significantly increased teachers' perceived feasibility of implementing instructional strategies, and their actual use of those strategies was significantly influenced by job-embedded facilitations.