Penelope Smith

Citation

Thesis Title
An investigation into early childhood teachers' beliefs and practices around peer learning: a mixed methods study

Read article at Massey Research Online:

Early childhood teachers’ beliefs and practices related to peer learning has not been investigated in New Zealand early childhood settings despite the importance of teachers knowing how to maximise children’s potential role as teachers amongst their peers. Mrs Smith utilised a mixed methods exploratory sequential research design comprising of teacher interviews, filmed observations of teachers’ practice, and a nationwide survey of early childhood teachers. Findings revealed that the early childhood setting played a critical role in mediating teachers’ practices and beliefs about peer learning. Consequently, children’s experiences of peer learning were varied. She found major contradictions between teachers’ beliefs and practices whilst revealing teachers’ inability to take ownership of their intentional teaching practices. Her research provided fresh insights into how teachers in New Zealand early childhood settings are supporting peer learning whilst recommending further support for teachers to articulate and understand the intentional nature of their practice in this area.

Supervisors
Professor Howard Lee
Professor Claire McLachlan
Associate Professor Alison Arrow