Teacher professional development in early childhood education through action-research

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Published: Jan 10, 2025
Updated: 2025-01-10
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2025-01-10 (2)
DOI: https://doi.org/10.17163/alt.v20n1.2025.07
Keywords:
early childhood education, applied research, pedagogical practice, continuing education, preschool teachers, teacher educators

Main Article Content

Ignacio Figueroa-Céspedes
Universidad Diego Portales
https://orcid.org/0000-0002-2756-1831
Esteban Fica
Universidad Diego Portales
https://orcid.org/0000-0002-7142-0825

Abstract

Teacher professional development is a key factor in enhancing pedagogical interactions. However, implementing programs that are tailored to teachers' specific needs and teaching contexts remains challenging. This article examines a professional development program in pedagogical mediation based on action research, designed for early childhood educators in Chile. The study employed a case study design, involving nineteen teachers and six trainer educators. Data was collected through semi-structured interviews and written reports, which were analyzed using reflexive thematic analysis. The findings highlight four key aspects for teacher professional development: reflective chaining, video-based training, the role of the critical friend, and work within professional learning communities. These categories form a continuous action-research and reflection spiral that enhances teaching professionalism and self-awareness of practice, promoting a shift from the individual to the collective and from the simple to the complex. This approach fosters a collaborative culture of improvement, strengthening professional development and serving as a model for other programs that contribute to quality in this educational level.

Article Details

Issue
Vol. 20 No. 1 (2025): (January-June 2025): Large scale educational reforms and policies
Section
MISCELLANEOUS SECTION
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