Knowledge Dissemination among Early Childhood Staff Members: A Promising Pathway for Professional Learning

Autor/inn/en	Cramer, Travis; Canto Porto de Moraes, Joana; McKenna, Avery; Keays Hagerman, Kelsey; Allen, LaRue
Titel	Knowledge Dissemination among Early Childhood Staff Members: A Promising Pathway for Professional Learning
Quelle	In: Journal of Early Childhood Teacher Education, 43 (2022) 4, S.554-567 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cramer, Travis) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1090-1027
DOI	10.1080/10901027.2021.1954567
Schlagwörter	Information Dissemination; Early Childhood Teachers; Training; Administrators; School Personnel; Meetings; Interaction; Professional Development; Urban Schools; Public Schools; Community Programs; Cooperation + Suchen Sie Ihr Suchwort? Informationsverbreitung; Early childhood; Early childhood education; Teacher; Teachers; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende; Ausbildung; Schulpersonal; Meeting; Tagung; Interaktion; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Public school; Öffentliche Schule; Co-operation; Kooperation
Abstract	This study uses data from semi-structured interviews conducted with 44 early childhood education (ECE) staff and examines how knowledge dissemination processes operate in ECE centers, including how information from off-site trainings is diffused among staff. Our sample includes administrators, lead teachers, and assistant teachers serving children aged zero to five in a large ethnically-diverse urban district. We find that staff reported exchanging information through formal channels (e.g., scheduled staff meetings) and informal channels (e.g., extemporaneous meetings, advice-seeking interactions); our findings suggest that informal channels may be especially prevalent and consequential to ECE staff's professional learning. ECE professionals explained that they sought certain colleagues for information/advice primarily based on the colleague's expertise but also because of a colleague's job title and their familiarity with that colleague. Lastly, we find that nearly half of staff reported sharing information they received from off-site professional development with colleagues at their ECE center. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01