Abstract
Online learning presents the possibility to connect and sustain communities of multilingual early childhood educators. This study reports on the effectiveness of an online teacher inquiry model to support early childhood educators’ learning on the role of multilingualism in teaching. The Community of Inquiry framework is used to evaluate the efficacy of a teacher inquiry program that was offered through a synchronous, online platform. Results show that online teacher inquiry models can be used to provide accessible and effective spaces for professional learning and growth, and can center multilingual educators’ ways of knowing and being about language, culture, and learning.
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Acknowledgements
The author thanks Gabrielle Monge for her contributions to this research.
Funding
This work was supported by a PSC-CUNY Award (#61786-00 49), jointly funded by The Professional Staff Congress and The City University of New York.
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Wagner, C.J. Online Teacher Inquiry as a Professional Learning Model for Multilingual Early Childhood Educators. Early Childhood Educ J 49, 185–196 (2021). https://doi.org/10.1007/s10643-020-01060-6
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DOI: https://doi.org/10.1007/s10643-020-01060-6