Date of Award
Master of Arts in Education
Early Childhood Education
early childhood education, professional development, mentorship programs
A review of professional development literature suggests that professional development of teachers has been slow to adopt developmentally appropriate practices about helping teachers grow in their own development to foster sustained teaching practices. Teachers as adult learners need professional opportunities that are tied directly to the life of the classroom, building on teachers' experiences and providing opportunities for peer interaction and problem solving. Peer support and mentoring/coaching provide these opportunities, allowing teachers to reflect on their practices and make improvements where needed. Organizations are finding many benefits to being involved in a triad relationship with mentoring/coaching programs that support their training efforts. This capstone documents the journey of developing a mentoring program in one community's efforts to sustain early childhood teaching practices.
Recommended CitationMeek, L. A. (2006). The Making of a Mentoring Program: Sustaining Early Childhood Teaching Practices (Thesis, Concordia University, St. Paul). Retrieved from https://digitalcommons.csp.edu/legacy-capstones_maed/242
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