| The purpose of this study was to examine the impact of a collaborative professional development course in early literacy development, using the tools of narrative and reflection, upon a group of ten early childhood educators. The study considered this impact in terms of teachers' beliefs, values, knowledge, practice, and sense of professionalism.; In this qualitative study, data originated from teacher writings and included reflections, responses to readings, and narrative descriptions of lessons taught. These were analyzed to identify themes concerning the impact of the course. Analysis of the data revealed four primary themes that provided evidence of impact of the professional development course: (1) impact on teacher knowledge; (2) impact on teacher beliefs; (3) impact on teaching practice; and (4) impact on teachers' understanding of professionalism. The impact on teacher knowledge was described with relation to the topics covered in the course. Teacher feelings revealed beliefs, validation, values (including authentic learning and family literacy), and growth within a learning community. Teacher practice demonstrated how the learning environment, the social climate, assessment practices, and pedagogy (individualization, language, listening, print awareness, letter recognition, phonemic awareness, phonics, responding to print, and purposeful writing) supported early literacy development. The teachers' sense of professionalism described growth, change and meeting external expectations of the literacy development of students.; A constructivist framework for designing and conducting the course allowed teachers, regardless of training and experience, to participate and contribute to the course.; Many lessons were learned. Dialogue among participants allowed them to share teaching knowledge. The collaborative learning community established a group identity within the course and validated participants as experts within the context of their own teaching. Classroom teachers can, and should, be viewed as leaders in professional development ventures. Their position as both peer and expert provides them with a perspective that is not often considered when choosing professional development leaders. A constructivist approach to professional development allows teachers to start from what they know and build new knowledge. Reflection and narrative are useful tools for improving teaching.; Future research should consider narrative and reflection in collaborative professional development settings for other audiences and other areas of learning. |
