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Cited by 20Multilingual Education and PolicyTeacher Education and Leadership StudiesEarly Childhood Education and Development

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Beyond professional development: Factors influencing early childhood educators’ beliefs and practices working with dual language learners

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Spies, Tracy Griffin, Lyons, Catherine, Huerta, Margarita, Garza, Tiberio, Reding, Cristina·2017·The CATESOL Journal
DOI 10.5070/b5.36008
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Abstract

The National Association for the Education of Young Children and Head Start have clearly articulated their position on the provision of high-quality instruction for the 4 million dual language learners (DLLs) enrolled in early childhood (EC) programs nationwide. Professional development (PD) provides a way for educators to increase their knowledge and skills; however, teacher practices in the classroom are strongly influenced by implicit beliefs about how children learn. This study examined the influence of 6 PD sessions related to high-quality instruction for DLLs and examined other influential factors related to beliefs and practices. Participants were 98 early childhood educators serving 3- and 4-year-old DLLs in an urban area in the Southwest US. Quantitative findings indicate educators’ beliefs and practices shifted after PD. Qualitative findings suggest that educators’ empathy, expectations, and external factors also influenced their beliefs and practices. Implications for PD and program design are discussed.

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Metadata

Authors
Spies, T. G., Lyons, C., Huerta, M., Garza, T., & Reding, C.
Affiliations
University of Nevada, Las Vegas (US)
ORCID
Venue
The CATESOL Journal
Publisher
California Digital Library (CDL)
Published
2017-01-01
Volume
29
Issue
1
ISSN
1535-0517 (ISSN-L)
DOI
10.5070/b5.36008
OpenAlex
W2774092600
Cited by
20
References
6
Citations by year
2026: 3 · 2024: 3 · 2023: 1 · 2022: 1 · 2021: 5 · 2020: 5 · 2019: 1 · 2018: 1
FWCI
6.59
Type
journal article
Language
en
Open access
Licence
cc-by
Locations
  • The CATESOL journal. (publishedVersion, cc-by)
  • DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion)
  • eScholarship (California Digital Library) (submittedVersion, cc-by)
Topics
  • Social Sciences › Linguistics and Language › Multilingual Education and Policy
  • Social Sciences › Education › Teacher Education and Leadership Studies
  • Social Sciences › Education › Early Childhood Education and Development
Keywords
dual language learners, early childhood educators, teacher beliefs, teacher practices, professional development, empathy, teacher expectations, early childhood programs

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