Supporting Novice Early Childhood Teachers' Classroom Practices Through An Online Community Of Practice

Laumann, Bernadette M.

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https://hdl.handle.net/2142/16871 Copy

Description

Title

Supporting Novice Early Childhood Teachers' Classroom Practices Through An Online Community Of Practice

Author(s)

Laumann, Bernadette M.

Issue Date

2010-08-20T18:00:27Z

Director of Research (if dissertation) or Advisor (if thesis)

Ostrosky, Michaelene M.

Doctoral Committee Chair(s)

Ostrosky, Michaelene M.

Committee Member(s)

• Clift, Renée T.
• McCollum, Jeanette
• Renzaglia, Adelle

Department of Study

Special Education

Discipline

Special Education

Degree Granting Institution

University of Illinois at Urbana-Champaign

Degree Name

Ph.D.

Degree Level

Dissertation

Keyword(s)

• community of practice
• novice teachers

Abstract

This descriptive study examined novice early childhood teachers’ perceptions about their effectiveness in supporting young children’s social emotional development and addressing challenging behavior. The study also examined the types of social and emotional challenges novice teachers perceive to be the most salient to their success as teachers and the solutions they found most helpful. Participation in an online community of practice was examined for its value as an induction and mentoring activity for novice early childhood teachers. The results indicated that all participants had taught or were currently teaching young children with challenging behavior. Participants described using recommended practices in their classrooms to support young children’s social and emotional competence and address challenging behavior. They reported that they worked in collaborative school settings where they received support from mentors, administrators, and colleagues. Participants reported that membership in the online community of practice was of value to them and they would recommend this experience to other novice early childhood teachers. Limitations of the study and implications for research and practice are discussed.

Graduation Semester

2010-08

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http://hdl.handle.net/2142/16871

Copyright and License Information

Copyright 2010 Bernadette M. Laumann

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