Supporting Novice Early Childhood Teachers' Classroom Practices Through An Online Community Of Practice

This descriptive study examined novice early childhood teachers’ perceptions about their effectiveness in supporting young children’s social emotional development and addressing challenging behavior. The study also examined the types of social and emotional challenges novice teachers perceive to be the most salient to their success as teachers and the solutions they found most helpful. Participation in an online community of practice was examined for its value as an induction and mentoring activity for novice early childhood teachers. The results indicated that all participants had taught or were currently teaching young children with challenging behavior. Participants described using recommended practices in their classrooms to support young children’s social and emotional competence and address challenging behavior. They reported that they worked in collaborative school settings where they received support from mentors, administrators, and colleagues. Participants reported that membership in the online community of practice was of value to them and they would recommend this experience to other novice early childhood teachers. Limitations of the study and implications for research and practice are discussed.

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Special Education

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2010

Author dc:creator

• Laumann, Bernadette M.

Contributors dc:contributor

• Ostrosky, Michaelene M.
• Clift, Renée T.
• McCollum, Jeanette
• Renzaglia, Adelle

• community of practice
• novice teachers

Statement dc:rights

• Copyright 2010 Bernadette M. Laumann

Language dc:language

en

Handle dc:identifier

http://hdl.handle.net/2142/16871

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/16871