Although small group instruction is often
endorsed in teaching young children, teachers are rarely
given explicit instruction on how to move instruction into
small groups where effective adult-child interactions can
take place. This study examines how 14 early childhood
educators transitioned their instruction from whole to small
group teaching after participating in a year-long program of
professional development. The results indicate teachers’
previous definitions of ‘‘teaching as dissemination’’ inter￾fered with their ability to take on new roles, design tasks,
and manage time. Implications include the need for teacher
educators to focus on how teaching through interaction
shifts these aspects of the teaching process.

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Perpustakaan FITK Pusat

Tersedia

• Teaching as Interaction: Challenges in Transitioning Teachers’ Instruction to Small Groups

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