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The Induction of Early Childhood Educators presents new strategies for reducing the number of educators who are leaving the field within the first five years of work. Based on new research carried out with beginning early childhood educators in British Columbia, Canada, Laura K. Doan proposes a set of new best-practices in mentoring and inducting novice early childhood educators. The book offers a clear insight into the needs, identity, challenges, joys, frustrations, isolation, triumphs and support that all new educators face. The chapters cover a range of theoretical approaches such as communities of practice, teacher efficacy, adult learning theory, and professional identity development and show how these can be applied to mentoring, observations, feedback and continuing professional development. While the primary research was carried out in the Canadian context, Doan shows how best practice can be applied elsewhere with examples from around the world.>
List of contents
Introduction
1. Theories and Practices Related to the Development of Educators
Part I: Educators' Experiences in the First Five Years of Work 2. The Role of the Early Childhood Educator
3. Adjusting to the Field of Early Childhood Education
4. Supervisory Practices
5. Induction Support
6. Key Themes
Part II: Moving Forward 7. Towards a Best Practice for Early Childhood Educators
8. Theories and New Directions in Early Childhood Education
Conclusion
References
Index
About the author
Laura K. Doan, Dr, is an associate professor in early childhood education in the School of Education, Thompson Rivers University, Kamloops, BC, Canada, where she has taught for the past 24 years. Laura oversees the province-wide Peer Mentoring Program for Early Childhood Educators taking place in 32 regions across British Columbia, Canada. Laura is inspired by the wisdom, strength, and resilience of early childhood educators.
Website: https://ecepeermentoring.trubox.ca/
Email: ldoan@tru.ca
