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En Confianza: Co-constructing Professional Strength and Voice With Latina Early Childhood Educators
Authors:Rosario Ordoñez-Jasis  Susana Y Flores  Pablo M Jasis
Institution:1. Department of Reading Education , California State University, Fullerton , Fullerton , California , USA rordonez@fullerton.edu;3. School Readiness Early Learning Program , Pico Rivera , California , USA;4. Department of Elementary Education , California State University, Fullerton , Fullerton , California , USA
Abstract:It is well documented in the literature that early pre-K reading experiences prepare children for the benefits of formal literacy instruction in the later grades. This is particularly true for young children from nonmainstream backgrounds. The objective of this article is to share the findings of a 4-year qualitative study investigating the relationships forged and teaching ideologies constructed by Latino pre-K teachers via critical “storying” within a culturally responsive professional learning community. Findings suggest that as teachers learned to recognize, listen to, and learn from the personal/professional individual and collective life histories of each other, their teaching efficacy was enhanced increasing their ability to develop effective literacy instruction that was culturally and linguistically responsive to the needs of young children.
Keywords:
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