Promoting Professionalism in Infant Care: Lessons From a Yearlong Teacher Preparation Project

Abstract

Teacher research served as both the content and frame of analysis for this study. Parallel teacher research projects took place over the course of a year as preservice teachers engaged in their first experience with teacher research as part of an infant–toddler development course and the first author (their instructor) engaged in teacher research of her own to assess the effectiveness of this project in enhancing the students' professional preparation to work with families of infants and toddlers. Seven preservice teachers who ranged from 20 to 49 years of age participated. Students engaged in research training, conducted parent interviews, collaboratively analyzed their findings, and advocated for parents by giving presentations at the local and national level. Data collected included student reflections, a postproject survey, and the first author's reflections on her teaching practices. Qualitative findings regarding the students' experiences and construction of knowledge throughout the project are shared in addition to the first authors' reflections on the lessons she learned as a teacher educator during this primarily student-led project. Implications for teacher education practices are included.