This qualitative study in the US examined the impact on a group of ten early childhood educators of a collaborative professional development course in early literacy development, presented using the tools of narrative and reflection. The study considered teachers' beliefs, values, practice, and sense of professionalism. Results confirmed that reflection and narrative are useful tools for improving teaching. The collaborative learning community established a group identity within the course and validated participants as experts within the context of their own teaching.
Gillentine, J. Journal of Early Childhood Teacher Education 27(4): 343- 362. Abstract: www.tandf.co.uk/journals
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