Search results for: Moran Mary J.
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Developing Professional Identities through Participation Within a Hybrid Community of Practice: Illustrating the Front-Line Experiences of Four Pre-K Mentor–Teachers
The purpose of this article is to describe a case study explored how a hybrid community of practice comprised of four pre-K mentors and a university program coordinator supported the development of new understandings about how to effectively supervise preservice teachers. The mentor discovered that participating in a community of practice contributed to changes in their thinking not only about their current mentoring situations, but also about guiding novice teachers as a professional calling. Furthermore, they began this study with preconceived notions of what it meant to be mentors that were somewhat black and white. However, they left feeling overwhelmed by the knowledge that mentoring is a complex act characterized by dual responsibilities of being teacher educators and early childhood teachers.
Updated: Mar. 15, 2015
The Potential of Communities of Practice as Contexts for the Development of Agentic Teacher Leaders: A Three-Year Narrative of One Early Childhood Teacher's Journey
This article uses an explanatory narrative of participation and transformation across two consecutive early childhood communities of practice to chronicle the evolution of a teacher leader, Michelle. This narrative illustrates how the continuity of experience spawned her development from apprentice toward an agentic teacher leader, characterized by an ethical ideal, disposition of lifelong learner, and participation in joint endeavors. The authors reveal how Michelle constructed and reconstructed her leadership roles through individual and collective inquiry grounded in daily practices.
Updated: Oct. 26, 2014
Changes in Understandings of Three Teachers’ Beliefs and Practice Across Time: Moving From Teacher Preparation to In-Service Teaching
The purpose of this article is to illustrate some of the ways the relationship between beliefs and practice developed among three early childhood/elementary teachers across three consecutive studies. The findings reveal that the three preservice teachers grew from being uncertain about their beliefs to understanding how their beliefs informed their practice. In this study, the participants reached a level of purposeful decision-making and were able to more clearly articulate their beliefs and related practices.
Updated: Oct. 20, 2013
Collaborative Action Research and Project Work: Promising Practices for Developing Collaborative Inquiry among Early Childhood Preservice Teachers
A case study of two preservice teachers demonstrated a new approach for merging research and practice in an early childhood education course. Teachers observed a change in the way they participated and developed as teachers. Those changes included the awareness of the need to share responsibility, reflection in action, and documentation of teacher thinking, teacher practice and children's learning.
Updated: May. 12, 2008