"I needed to rediscover who i really was": An inquiry into the impacts of one graduate teacher education program for early elementary teachers

Abstract

This paper reports on the impacts on teachers of a new Masters in Education program developed for early elementary teachers at one small Canadian university. Central to the program are concepts of the child as competent and capable, and a view of professional learning as democratic, critically reflective and a way to enhance teacher agency. Our findings are based on interviews and focus group conversations with several members of one of the cohorts who completed the program. In our thematic analysis we determined that teachers reported changes in their practices including slowing down and listening to children as well as increased flexibility and ability to relinquish control. Additionally, teachers spoke of increased confidence in themselves and the children in their classrooms as a result of participating in this program.