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Direct linkMastura Jamodien Jardine; Naseema Shaik; Stanley Anthony Adendorf – Perspectives in Education, 2024
Research suggests that beginner teachers face challenges when transitioning from pre-service to in-service teaching. Both international and local research found that transitioning from preservice to newly qualified teachers can be problematic. This study explores the learning experiences of beginner foundation phase Grade R teachers. The study…
Descriptors: Beginning Teachers, Preschool Teachers, Mentors, Program Implementation
Download full textStejskalová, Irena; Komárková, Lenka; Sláma, Jirí; Pribyl, Vladimír; Štych, Premysl – Journal on Efficiency and Responsibility in Education and Science, 2022
The modern teacher must respond to the needs of society in the context of Education 4.0. It seems suitable to adapt this trend to teaching children at an early age. The paper examines the usefulness of professional education for kindergarten and primary school teachers focused on personality development, emotional intelligence, and other social…
Descriptors: Kindergarten, Preschool Teachers, Faculty Development, Personality Development
Saylor, Laura L.; McKenzine, Ginger Kelley; Sacco, Cathy Cebuslski – Journal of Montessori Research, 2018
A real-time, multidimensional, professional-development program that is connected to both practice and school culture was delivered to a group of Montessori teachers with the goal of improving teaching practices and increasing student success by exploring the potential benefits of mindfulness, structured reflective practice, and teacher-centered…
Descriptors: Mentors, Montessori Method, Faculty Development, Clinical Supervision (of Teachers)
Ehri, Linnea C.; Flugman, Bert – Reading and Writing: An Interdisciplinary Journal, 2018
Teaching systematic phonics effectively to beginning readers requires specialized knowledge and training which many primary grade teachers lack. The current study examined effects of a year-long mentoring program to improve teachers' knowledge and effectiveness in teaching phonics and the extent that it improved students' achievement in reading…
Descriptors: Preschool Teachers, Elementary School Teachers, Mentors, Phonics
Lane, Cristianne; Prokop, Mary Jo Surges; Johnson, Evelyn; Podhajski, Blanche; Nathan, Jane – Early Years: An International Journal of Research and Development, 2014
The purpose of this study was to examine the effect of a professional learning program on the emergent literacy skills of preschool children. Building Blocks for Literacy® is a program consisting of training supported by mentoring designed to teach early childcare providers how to promote the development of early literacy skills. A previous…
Descriptors: Child Caregivers, Preschool Teachers, Literacy Education, Emergent Literacy
Zan, Betty; Donegan-Ritter, Mary – Early Childhood Education Journal, 2014
In this study we examined the impact of a year long model of professional development comprised of a monthly cycle of video-based self-reflection, peer coaching, and mentoring and bimonthly workshops focused on selected Classroom Assessment Scoring System (CLASS) dimensions. Education supervisors were trained and supported by project staff to lead…
Descriptors: Faculty Development, Video Technology, Self Evaluation (Individuals), Reflection
