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Early Child Development and Care Volume 189, 2019 - Issue 5
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Articles

Bringing being into professional development: a qualitative investigation into teachers’ struggles moving beyond an epistemological framing of teaching and learning

Christopher Pierce BrownDepartment of Curriculum and Instruction, The University of Texas at Austin, Austin, TX, USACorrespondence[email protected]
ORCID Iconhttp://orcid.org/0000-0002-0076-9683
ORCID Icon &
Natalie Babiak WeberEducation Department, University of Mary Hardin Baylor, Belton, TX, USA
Pages 763-776 | Received 04 May 2017, Accepted 13 Jun 2017, Published online: 28 Jun 2017

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Veronica Pacini-Ketchabaw, Kathleen Kummen & B. Denise Hodgins. (2023) A qualitative examination of early childhood educators’ participation in professional learning: investigating social constructionist understandings of quality. Journal of Early Childhood Teacher Education 44:3, pages 484-509.
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Articles from other publishers (2)

Julia Rodríguez-Carrillo, Rosario Mérida-Serrano & Mª Elena González Alfaya. (2022) Educación infantil y calidad docente. HUMAN REVIEW. International Humanities Review / Revista Internacional de Humanidades 11:Monográfico, pages 1-19.
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Adrian Jarvis & Simranjeet K. Judge. (2021) Learning the theory, improving the practice? A case study of award-bearing leadership training among college principals from Bangladesh. Management in Education, pages 089202062110332.
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