Teaching as Interaction: Challenges in Transitioning Teachers’ Instruction to Small Groups: Challenges in Transitioning Teachers’ Instruction to Small Groups

Tasha Rosemary Wyatt, Brook Chapman-DeSousa

Research output: Contribution to journalArticle

2 Citations (Scopus)

Abstract

Although small group instruction is often endorsed in teaching young children, teachers are rarely given explicit instruction on how to move instruction into small groups where effective adult-child interactions can take place. This study examines how 14 early childhood educators transitioned their instruction from whole to small group teaching after participating in a year-long program of professional development. The results indicate teachers’ previous definitions of “teaching as dissemination” interfered with their ability to take on new roles, design tasks, and manage time. Implications include the need for teacher educators to focus on how teaching through interaction shifts these aspects of the teaching process.

Original languageEnglish (US)
Pages (from-to)61-70
Number of pages10
JournalEarly Childhood Education Journal
Volume45
Issue number1
DOIs
StatePublished - Jan 1 2017

Fingerprint

small group
Teaching
instruction
teacher
interaction
small group instruction
educator
childhood
ability

Keywords

  • CREDE
  • Professional development
  • Small group instruction
  • Teaching through dialogue

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

Cite this

@article{1ae2e35f6f244f2baa51bb56c695cc8b,
title = "Teaching as Interaction: Challenges in Transitioning Teachers’ Instruction to Small Groups: Challenges in Transitioning Teachers’ Instruction to Small Groups",
abstract = "Although small group instruction is often endorsed in teaching young children, teachers are rarely given explicit instruction on how to move instruction into small groups where effective adult-child interactions can take place. This study examines how 14 early childhood educators transitioned their instruction from whole to small group teaching after participating in a year-long program of professional development. The results indicate teachers’ previous definitions of “teaching as dissemination” interfered with their ability to take on new roles, design tasks, and manage time. Implications include the need for teacher educators to focus on how teaching through interaction shifts these aspects of the teaching process.",
keywords = "CREDE, Professional development, Small group instruction, Teaching through dialogue",
author = "Wyatt, {Tasha Rosemary} and Brook Chapman-DeSousa",
year = "2017",
month = "1",
day = "1",
doi = "10.1007/s10643-015-0758-6",
language = "English (US)",
volume = "45",
pages = "61--70",
journal = "Early Childhood Education Journal",
issn = "1082-3301",
publisher = "Springer Netherlands",
number = "1",

}

TY - JOUR

T1 - Teaching as Interaction: Challenges in Transitioning Teachers’ Instruction to Small Groups

T2 - Challenges in Transitioning Teachers’ Instruction to Small Groups

AU - Wyatt, Tasha Rosemary

AU - Chapman-DeSousa, Brook

PY - 2017/1/1

Y1 - 2017/1/1

N2 - Although small group instruction is often endorsed in teaching young children, teachers are rarely given explicit instruction on how to move instruction into small groups where effective adult-child interactions can take place. This study examines how 14 early childhood educators transitioned their instruction from whole to small group teaching after participating in a year-long program of professional development. The results indicate teachers’ previous definitions of “teaching as dissemination” interfered with their ability to take on new roles, design tasks, and manage time. Implications include the need for teacher educators to focus on how teaching through interaction shifts these aspects of the teaching process.

AB - Although small group instruction is often endorsed in teaching young children, teachers are rarely given explicit instruction on how to move instruction into small groups where effective adult-child interactions can take place. This study examines how 14 early childhood educators transitioned their instruction from whole to small group teaching after participating in a year-long program of professional development. The results indicate teachers’ previous definitions of “teaching as dissemination” interfered with their ability to take on new roles, design tasks, and manage time. Implications include the need for teacher educators to focus on how teaching through interaction shifts these aspects of the teaching process.

KW - CREDE

KW - Professional development

KW - Small group instruction

KW - Teaching through dialogue

UR - http://www.scopus.com/inward/record.url?scp=84948993256&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84948993256&partnerID=8YFLogxK

U2 - 10.1007/s10643-015-0758-6

DO - 10.1007/s10643-015-0758-6

M3 - Article

AN - SCOPUS:84948993256

VL - 45

SP - 61

EP - 70

JO - Early Childhood Education Journal

JF - Early Childhood Education Journal

SN - 1082-3301

IS - 1

ER -