Empowering Teachers Through Communities of Practice and Participatory Action Research
Reshaping Teaching Philosophies to Child-Centered Approaches
Bibliographic Data
| ID | 22420669 |
|---|---|
| Authors | Angela K Salmon (0000-0002-3411-9398), Isabel María Gómez Barreto (0000-0002-0964-0923), Carlos Montoya-Fernández (0000-0003-3398-458X) |
| Year | 2026 |
| Publication date | 2026-06-18 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Early Childhood Education Journal (JOURNAL) |
| Journal identifiers | ISSN: 1082-3301 • E-ISSN: 1573-1707 |
| Publisher | Springer Science and Business Media LLC (PUBLISHER) |
| DOI | 10.1007/s10643-026-02241-5 |
| OpenAlex | W7165032550 |
| Language | EN |
| References cited | 14 |
Action research · Citizen journalism · Participatory action research · Sociology of Education · Teaching method · Early Childhood Education and Development · Participatory Visual Research Methods · Teacher Education and Leadership Studies
Communities of Practice
Professional Development in Early Childhood Programs
Design, implementation, and evaluation of dialogic classroom talk in early childhood education
Child-centered versus teacher-directed teaching practices
Impact of professional development on preschool teachers’ conversational responsivity and children's linguistic productivity and complexity
A new paradigm war? The impact of national curriculum policies on early childhood teachers’ thinking and classroom practice
Toward an experimental ecology of human development
| Highly cited | No |
|---|