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Cited by 10Teacher Education and Leadership StudiesEarly Childhood Education and DevelopmentCritical and Liberation Pedagogy

Reluctantly governed: The struggles of early educators in a professional development course that challenged their teaching in a high-stakes neo-liberal early education context

Brown, Christopher P, Weber, Natalie Babiak, Yoon, Yeojoo·2016·Contemporary Issues in Early Childhood
DOI 10.1177/1463949116647286
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Abstract

This article documents the pedagogical and practical struggles of a sample of early educators in a large urban school district in the USA who engaged in a professional development course which offered them alternative conceptions of teaching that critically questioned the norms and practices of their high-stakes neo-liberal early education system. Examining the evolution of some of these teachers’ conceptions and practices illuminates the challenges that exist in attempting to address culturally relevant issues with students in a highly scripted and surveilled teaching context. It also reveals three key issues that early educators, teacher educators, and those who advocate for early childhood education should consider when developing and/or enacting alternative conceptions of teaching in similar neo-liberal early education environments.

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Crossref · 10.1177/1463949116647286

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110 of 110 references verified0 citation errors · 0 not checkable

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  • Six studies referred to a lack of resources, either in terms of time available to follow PD and implement new practices or in terms of insufficient culturally responsive materials.

    “six studies referred to a lack of resources, either in terms of time available to follow PD and implement new practices (e.g., Biasutti et al., 2019;Brown et al., 2016) or in terms of insufficient culturally responsive materials (i.e., Daniel & Pray, 2017;Spies et al., 2017).”

    From Increasing teachers’ intercultural competences in teacher preparation programs and through professional development: A review (2021) · cites this paper as Brown et al., 2016

  • The lack of empowerment to implement new knowledge and skills in the classroom was also mentioned in the study by Brown et al. (2016).

    “this lack of empowerment to implement new knowledge and skills in the classroom was also mentioned in the study by Brown et al. (2016).”

    From Increasing teachers’ intercultural competences in teacher preparation programs and through professional development: A review (2021) · cites this paper as Brown et al. (2016)

  • The 45 papers showed great variation when it comes to design and sample size, ranging from single case studies including two teachers in two school settings to large scale PD interventions including more than 500 teachers in over 60 schools.

    “the 45 papers showed great variation when it comes to design and sample size, ranging from single case studies including two teachers in two school settings (i.e., Brown, Babiak, Weber, & Yoon, 2016) to large scale PD interventions including more than 500 teachers in over 60 schools (i.e., Van der Wildt et al., 2017).”

    From Increasing teachers’ intercultural competences in teacher preparation programs and through professional development: A review (2021) · cites this paper as Brown, Babiak, Weber, & Yoon, 2016

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Authors
Brown, C. P., Weber, N. B., & Yoon, Y.
Affiliations
  • The University of Texas at Austin (US)
  • University of Mary Hardin–Baylor (US)
Corresponding author
Brown, Christopher P
ORCID
Venue
Contemporary Issues in Early Childhood
Publisher
SAGE Publications
Published
2016-05-03
Volume
17
Issue
2
Pages
210-234
ISSN
1463-9491 (ISSN-L)
DOI
10.1177/1463949116647286
OpenAlex
W2345647037
Cited by
10
References
112
Citations by year
2024: 2 · 2022: 3 · 2021: 1 · 2020: 2 · 2018: 2
FWCI
2.96
Type
journal article
Language
en
Open access
closed
Licence
journals.sagepub.com/page/policies/text-and-data-mining-license (tdm)
Locations
Contemporary Issues in Early Childhood (publishedVersion)
Topics
  • Social Sciences › Education › Teacher Education and Leadership Studies
  • Social Sciences › Education › Early Childhood Education and Development
  • Social Sciences › Education › Critical and Liberation Pedagogy
Keywords
early childhood educators, professional development, neoliberalism, early childhood education, teacher agency, culturally relevant pedagogy, school surveillance, high-stakes testing, teacher conceptions of teaching, urban school districts, teacher professional development

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