Education Commons^™

‘Co-Constructing’ Changes To Classroom Practice: Processes Developed With Early Childhood Teachers For Students At Educational Risk., Carmel P. Bochenek

Theses

Current research confirms that high quality teaching makes the difference in students’ learning outcomes. In addition, contemporary views of teacher education highlight the benefits of teachers being involved as active learners in their own professional development and whole school planning. This research examines processes by which teachers construct change in their thinking and classroom practice to better meet the needs of students at educational risk in early childhood classrooms. Ten early childhood teachers, in one rural primary school were supported in their professional growth by the participant researcher. The most important outcome of this teacher-researcher action learning project was the …