Using Collaborative Assessment to Examine the Relationship between Self-Reported Beliefs and the Documentable Practices of Preschool Teachers

Abstract

A team of researchers used a collaborative assessment protocol to compare the self-reported teaching beliefs of a convenience sample of preschool teachers (N = 57) to their documentable practices (i.e., practices that could be observed, recorded, and categorized using a deductive strategy). Data were examined from survey instruments, detailed classroom observations and time-sampling, curriculum materials, and program artifacts. Results indicated that when child-directed choice/play time, emergent literacy and language development activities were emphasized, teachers self-reported beliefs were more strongly aligned with developmentally appropriate practice (DAP) as a philosophy of practice. When consistent routines, organized classrooms, preplanned curriculum, and teacher-directed learning were the dominant behaviors, the teachers were found to report more ''traditionalÕ or academicoriented beliefs.

Using relationships as a tool: early childhood educators’ perspectives of the child–caregiver relationship in a childcare setting

“…Our results also support the work by McMullen et al (2006) and Stipek and Byler (1997) on how ECEs' beliefs inform their practices. In both these studies and in the current study.…”

“…For infants who are not yet verbal, ECEs need to be sensitive to the child's communication and to do this they need to understand early communication development and develop a relationship with the child in order to interpret their signals and facilitate their communication development (Albers et al, 2007) ECEs' beliefs about child development and education inform their practice (McMullen, 1999;McMullen et al, 2006;Stipek & Byler, 1997). From their study comparing self-reported beliefs of preschool teachers with data from an assessment protocol, McMullen et al (2006) found that information about child development and education strategies were filtered through educators' personal belief systems. Stipek and Byler (1997) also explored the beliefs and practices of 60 educators from preschool through to primary school, finding that beliefs played an important role in programming for the ECEs.…”

“…Previous research has utilised quantitative methods to explore quality of care (Albers et al, 2007;Degotardi, 2010;McMullen, 1999;McMullen et al, 2006) and qualitative methods to explore the perspectives of ECEs and parents on the primary caregiver system (Drugli & Undheim, 2012;Ebbeck & Yim, 2009). Research has also focused on particular activities in the centres, such as bedtime, mealtimes, dressing and play (Albers et al, 2007;Degotardi, 2010).…”

Play in the School Context? The Perspectives of Finnish Teachers

“…In the situations where teachers identified themselves as leaders, they were dissatisfied with the available learning environments-specifically, classroomsand with the dilemmas they face in attempting to integrate curriculum with play. The complaints posed by them relate to teaching as a technical act (Moje & Wade, 1997), or as a "traditional" or academic-oriented process, including dominant behavior such as consistent routines, pre-planned curriculums, and teacher-directed learning (McMullen et al, 2006).…”

Preparing Preschoolers for Elementary School: A Case Study on KinderCare

“…These notes will also be coded according to c-c and t-d as well as DAP and di. McMullen et al (2006) conducted a similar study in which the researchers compared teacher's beliefs with their practices. They started with a survey for participating teachers to complete.…”