Abstract

Research shows that teachers can develop competencies necessary for teaching practices through reflective dialog about shared practice. In this regard we surveyed 310 teachers participating in a collaboration pilot project between kindergartens and elementary schools to scrutinize the impacts of reflective dialog in a cross-institutional context. The results indicate benefits condensing in complemented child-perception and a more student-centered practice. Furthermore, teachers' experience and a practice of documentation seem to mediate impacts. Ultimately, the approach of learning communities gives reason to expect benefits in such cross-institutional contexts and thus could contribute to an early childhood education and care policy.

Citation

Schneider, A. & Kipp, K.H. (2015). Professional growth through collaboration between kindergarten and elementary school teachers. Teaching and Teacher Education: An International Journal of Research and Studies, 52(1), 37-46. Elsevier Ltd. Retrieved August 12, 2024 from https://www.learntechlib.org/p/202875/.

Keywords

• cross-institutional
• Early childhood education and care
• learning community
• Reflective dialog
• Teacher Development