Child Care and Early Education Research Connections

Skip to main content

Short-term professional learning that focuses on beliefs and practice: Improvements in preschool teachers' ongoing literacy practice

An intervention study was conducted with preschool teachers to address their beliefs and practice in the area of language and literacy. A total of 27 preschool teachers, each from different early childcare centers, participated in three 1-day professional learning sessions over the course of 9 months. Learning sessions focused on three different language and literacy topics. Study participants completed a pre- and post-session questionnaire and were observed in the classroom before and after each session. Significant differences were observed in both their beliefs and practice after the intervention. Specifically, preschool teachers' beliefs were related to their practice in two areas: oral language and vocabulary; and book reading. Based on the data, a focus on beliefs and practice in future short-term PL or workshop models may support successful outcomes in teaching practice. (author abstract)
Resource Type:
Reports & Papers
Not Specified

Related resources include summaries, versions, measures (instruments), or other resources in which the current document plays a part. Research products funded by the Office of Planning, Research, and Evaluation are related to their project records.

- You May Also Like

These resources share similarities with the current selection.

Final report: Play in early learning programs: Beliefs, practices and professional development

Reports & Papers

Sharpening the focus: State policy to promote effective teaching that improves learning

Reports & Papers

Workforce development: Ongoing professional learning

Fact Sheets & Briefs
Release: 'v1.58.0' | Built: 2024-04-08 08:44:34 EDT