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.
| Original language | English |
|---|---|
| Pages (from-to) | 355-366 |
| Number of pages | 12 |
| Journal | Journal of Early Childhood Teacher Education |
| Volume | 32 |
| Issue number | 4 |
| DOIs | |
| State | Published - 1 Oct 2011 |
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Performance : A Strategy for Professional Development in Early Childhood Teacher Preparation. / Maude, Susan P.; Brotherson, Mary Jane; Summers, Jean Ann; Erwin, Elizabeth; Palmer, Susan; Peck, Nancy F.; Zheng, Yu Zhu; Kruse, Aryn; Haines, Shana J.; Weigel, Cindy J.
In: Journal of Early Childhood Teacher Education, Vol. 32, No. 4, 01.10.2011, p. 355-366.Research output: Contribution to journal › Article
TY - JOUR
T1 - Performance
T2 - A Strategy for Professional Development in Early Childhood Teacher Preparation
AU - Maude, Susan P.
AU - Brotherson, Mary Jane
AU - Summers, Jean Ann
AU - Erwin, Elizabeth
AU - Palmer, Susan
AU - Peck, Nancy F.
AU - Zheng, Yu Zhu
AU - Kruse, Aryn
AU - Haines, Shana J.
AU - Weigel, Cindy J.
PY - 2011/10/1
Y1 - 2011/10/1
N2 - 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.
AB - 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.
UR - http://www.scopus.com/inward/record.url?scp=84859012483&partnerID=8YFLogxK
U2 - 10.1080/10901027.2011.622244
DO - 10.1080/10901027.2011.622244
M3 - Article
AN - SCOPUS:84859012483
VL - 32
SP - 355
EP - 366
JO - Journal of Early Childhood Teacher Education
JF - Journal of Early Childhood Teacher Education
SN - 1090-1027
IS - 4
ER -