September 23, 2025Journal of Early Childhood Teacher EducationOpen Access

Foregrounding teacher experiences in professional learning: addressing challenges in early childhood education

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Authors

MLMengran LiuUniversity of Auckland MCMaria CooperUniversity of Auckland HHHelen HedgesUniversity of Auckland

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Implication

Phenomenological study explores professional learning challenges in early childhood education, highlighting implementation issues and educational values.

Key Points

Teachers' professional learning is challenged by inconsistent educational values and concurrent implementation of initiatives.
Confusion arises from multiple educational initiatives, complicating effective integration into teaching practices.
Power dynamics between educational leaders and teachers hinder proactive participation in professional learning efforts.
Understanding these complexities of teachers' experiences can enhance their participation in professional development.

Cite This Study

Liu et al. (2025) studied this question.

synapsesocial.com/papers/68d4739d31b076d99fa6bb31 https://doi.org/10.1080/10901027.2025.2564996

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Implication

Phenomenological study explores professional learning challenges in early childhood education, highlighting implementation issues and educational values.

Foregrounding teacher experiences in professional learning: addressing challenges in early childhood education

Discussion

Member takes

Implication

Key Points

Cite This Study

Foregrounding teacher experiences in professional learning: addressing challenges in early childhood education

Discussion

Member takes

Implication

Key Points

Cite This Study

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