Performance: A Strategy for Professional Development in Early Childhood Teacher Preparation
Document Type
Article
Publication Date
10-1-2011
Abstract
The purpose of this article is to propose performance as a creative instructional strategy to convey complex competencies related to understanding and working effectively with families in early childhood education. Performance derives from performance ethnography, which is a qualitative research methodology. Its application to professional development enables students and in-service participants not only to hear the voices of families, but to experience them through performance. This article describes the advantages and disadvantages of performance as an approach to professional development and illustrates the development and application of an example performance. Authors discuss how faculty, researchers, and those responsible for professional development can use performance to bridge the gap between research and practice and to move early childhood educators towards greater family-centered competencies when serving diverse families and children.
DOI
10.1080/10901027.2011.622244
MSU Digital Commons Citation
Maude, Susan P.; Brotherson, Mary Jane; Summers, Jean Ann; Erwin, Elizabeth; Palmer, Susan; Peck, Nancy F.; Zheng, Yu Zhu; Kruse, Aryn; Haines, Shana J.; and Weigel, Cindy J., "Performance: A Strategy for Professional Development in Early Childhood Teacher Preparation" (2011). Department of Teaching and Learning Scholarship and Creative Works. 102.
https://digitalcommons.montclair.edu/teaching-learning-facpubs/102