ERIC Number: EJ1448753
Record Type: Journal
Publication Date: 2024
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1090-1027
EISSN: EISSN-1745-5642
"Let's Just Be Human:" Kindergarten Teachers Leveraging Collegial Supports during the First COVID-19 School Year
Julie Katter; Natalia M. Rojas; Stephanie L. Albert; Bethany Springer; Nicole Huang-Greco; Bonnie Kerker
Journal of Early Childhood Teacher Education, v45 n4 p421-436 2024
Although efforts have been made to improve teacher professional development and ongoing supports, limited research has examined how early childhood education (ECE) teachers support each other informally. The present study describes how one type of informal support, collegial support (e.g. instrumental and expressive), enabled ECE teachers to cope with the first full school year during the COVID-19 pandemic. Through qualitative interviews, 14 kindergarten teachers shared the various ways they received and perceived collegial supports, and the system-level resources that enabled them to leverage their colleague's expertise and assistance. ECE teachers expressed how they cared for their own well-being and shared the desire to continue doing so in the future. Implications for low-cost and nimble teacher supports and professional development are discussed.
Descriptors: Preschool Teachers, Kindergarten, Collegiality, Teacher Collaboration, COVID-19, Pandemics, Resources, Interpersonal Relationship, Well Being, Faculty Development, Social Support Groups, Training, Teamwork, Mental Health
Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Preschool Education; Elementary Education; Kindergarten; Primary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York (New York)
Grant or Contract Numbers: N/A