Supporting the Professional Identity Development of Early Childhood Teachers through Professional Development

April 17 @ 8:30 am LSC 700

In this quality improvement study, Mile High Early Learning Child Development Associate (CDA) Training and Seminar was studied in relation to professional identity development of early childhood teachers. This study used a pre/post survey measure, along side an interview protocol to examine what training components, if any, teachers perceive as supporting their professional identity development. Knowledge, beliefs, values & commitment, and self-efficacy were used to define professional identity development. Information gleaned from the study will be used for quality improvement purposes only.

Final Defense – Mikayla Martinez