Search results for: Nimmo John W.
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Engaging Early Childhood Teachers in the Thinking and Practice of Inquiry: Collaborative Research Mentorship as a Tool for Shifting Teacher Identity
The purpose of this study was to examine the impact of participation in a research mentorship team (RMT) on early childhood teachers' professional identities. The participants were 7 early childhood teachers engaged in preservice teacher supervision at a university-affiliated child care center. These teachers volunteered to be members of the RMT facilitated by two teacher educators. The teachers' perspectives regarding the benefits and the challenges they faced in the RMT were explored.
Updated: Jun. 10, 2009