Head Start classroom teachers’ and assistant teachers’ perceptions of professional development using a LEARN framework

Abstract

This study investigates early childhood education teachers' and assistant teachers' views about a year-long professional development model that focuses on developing intentional teaching. The study shares the results of interviews conducted with the teachers at the end of the implementation of a one-year experimental professional model in Head Start settings in a large metropolitan area. The purpose was to gather feedback on the model, which included largegroup, on-site and one-on-one interactions. Teachers and assistant teachers were asked about the various components of the model and the influence the professional development opportunities had on their practice and classroom interactions. The results of this study support the importance of providing networking opportunities across sites and sharing usable knowledge and strategies that can be applied directly to their work with young children.

Implementing the Curriculum and Assessment Policy Statement: A Case Study of the Vhembe West District, South Africa

“…There is a need for empowering district officials to make follow up visits after the training to ensure that the anticipated actions are effected. Although district officials conduct teacher development workshops, school principals also mentioned that there was no follow up visit to determine the impact the training had on the classroom performance (Nasser, Kidd, Burns, & Campbell, 2013). [38] District officials are supposed to monitor, support and implement curriculum change but they are not capacitated to be more qualified and acquire knowledge of subject in order to give enough support to teachers and learners.…”

“…Although district officials conduct teacher development workshops, school principals also mentioned that there was no follow up visit to determine the impact the training had on the classroom performance (Nasser, Kidd, Burns, & Campbell, 2013). [38] District officials are supposed to monitor, support and implement curriculum change but they are not capacitated to be more qualified and acquire knowledge of subject in order to give enough support to teachers and learners. It appears that the district does not increase its support services to train district officials in order to help teachers to implement curriculum change.…”

Challenges faced by curriculum advisors when offering curriculum support to schools in rural South Africa

“…In the same vein, Malumbete (2021) indicated that visits to schools have been infrequent as a result of a lack of funds. School administrators acknowledged that there was no follow-up visit to ascertain the effect the instruction had on learner performance (Nasser, Kidd, Burns, & Campbell, 2013). Furthermore, Malumbete (2021) also notes that there aren't enough funds available for curriculum advisors to pay for their travel and accommodation expenses, such as travel and subsistence allowances.…”