Performance: A Strategy for Professional Development in Early Childhood Teacher Preparation

Susan P. Maude, Mary Jane Brotherson, Jean Ann Summers, Elizabeth J. Erwin, Susan Palmer, Nancy F. Peck, Yu Zhu Zheng, Aryn Kruse, Shana J. Haines, Cindy J. Weigel

Research output: Contribution to journalArticle

3 Scopus citations

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 languageEnglish
Pages (from-to)355-366
Number of pages12
JournalJournal of Early Childhood Teacher Education
Volume32
Issue number4
DOIs
StatePublished - 1 Oct 2011

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    Maude, S. P., Brotherson, M. J., Summers, J. A., Erwin, E. J., Palmer, S., Peck, N. F., Zheng, Y. Z., Kruse, A., Haines, S. J., & Weigel, C. J. (2011). Performance: A Strategy for Professional Development in Early Childhood Teacher Preparation. Journal of Early Childhood Teacher Education, 32(4), 355-366. https://doi.org/10.1080/10901027.2011.622244