Within the education profession, I (Debra, first author) have seen, researched, and experienced a lot since I first began over five decades ago. I remain committed to the idea that there is always something new to learn and implement. Much of my time as an educator has focused on my work within a two-year early education teacher preparation program. In the early 2000s, while teaching a childhood science methods course, I posed a question to the class. Curious to know how the students viewed themselves, I asked, “When was the last time you felt smart?” Twenty pairs of eyes looked at the floor. They all had experience teaching young children. They believed each child to be capable of learning. Yet none of them could look up and talk about feeling smart.

Later in the course, we did a ramp challenge. The students had to construct a ramp spanning the length of the room with the goal of getting a ping-pong ball to land in a box at the end. After an hour of experimenting with various materials and configurations, they watched the ball race along the ramp and drop neatly into the box. Every one of them cheered. At that moment, they felt smart! These experiences were transformative for me and would inform an overarching frame of inquiry into my own practice: How could I create a learning environment where students in an early childhood teacher preparation program felt smart?

What “Feeling Smart” Means in Our Context

I serve as the program coordinator and full-time professor of the early childhood education program at Cape Cod Community College (CCCC), which has been a NAEYC-accredited higher education program since 2007. The students enrolled in our program have diverse social identities, including those related to race and culture. They also have significant work and family responsibilities outside of school that can often lengthen the amount of time it takes for them to complete degree and/or certification requirements. Most students are women; many are the first in their families to attend college. Based on my experiences and observations, these factors can influence students’ perceptions of feeling smart, which I describe as understanding that one’s ideas, insights, and experiences are valuable for generating knowledge and can contribute to the learning of others.

I design and implement my courses so that the students and I construct knowledge together: We all teach; we all learn. We all have knowledge to contribute and knowledge to gain. Whether they have been employed as early childhood educators or not, I refer to students as “teachers.” This is an important designation because it supports the view that they are already professionals who have knowledge to share and can engage in rich, inquiry-focused experiences necessary for their professional development. These experiences are integrated throughout our curriculum and include teacher research and engaging in communities of practice. In each course that I teach, we establish a community of practice. This includes the leadership and management course that I first developed at CCCC in 2005 and still teach today.

In this article, my coauthors, who took my early education management and leadership course in 2023, share their experiences teaching to and learning from their peers as a part of their final presentation assignments. Following their narratives, I offer the insights I gained from their accounts related to a question I had for this course: How does engaging in a community of practice impact students’ perceptions of themselves as knowledgeable and capable teaching professionals? In other words, how can I create a learning environment where students in an early childhood teacher preparation program feel smart?

Teacher Research and Communities of Practice: Affirming and Sharing Knowledge

The leadership and management course I teach focuses on issues that generally fall under the responsibility of a director or program leader. Because coursework addresses leadership, we discuss topics such as management styles, facilitating professional development, staff retention, and building relationships with families and communities. I designed this course to help students explore the duties of an administrator and to provide opportunities for them to understand leadership as an important aspect of an educator’s identity, regardless of their role in an early learning program.

By the point at which students take this course, they have studied the teacher research process as an integrated part of their program. They have chosen a topic of inquiry to study and have conducted teacher research in their practicum settings. Teacher research provides opportunities for students to have agentic learning experiences grounded in practice (Murphy 2016). Adult learners benefit when they are empowered to exercise choice and when they can see the relevance of course content to real-life situations (Muñoz, Welsh, & Chaseley 2018.)

In order for higher education students to define themselves as teachers and leaders who are knowledgeable and capable, they need opportunities to determine what they believe about education and to understand how to develop as the practitioners they want to be (Beauchamp & Thomas 2009). Teacher research enables this. When students share their findings with others, their voices become visible, and they see the value of their knowledge contributions (Murphy 2016). In the leadership course, students share about their teacher research with each other as members of a community of practice, which has three defining features: a domain of knowledge (early childhood education), a community of people (students in the course), and a shared practice (teaching each other through discussions, activities, and course assignments) (Wenger 1998).

A well-functioning community of practice is a structure that includes developing and sharing knowledge within a domain of interest that members are curious about and committed to. Through collaboration and engagement, members can envision themselves in their future roles implementing practices (Jimenez-Silva & Olsen 2012). Communities of practice can also provide the opportunity for participants to experience three types of belonging: engagement, imagination, and alignment (Wenger 1998; Jimenez-Silva & Olsen 2012; Warner & Hallman 2017). In our class sessions, we engage in joint activities and learn together, which means that each individual is necessary for the acquisition of skills and knowledge. Students contribute to the group by sharing their experiences, stories, tools, problem-solving ideas, and new learning. As members of a community of practice, they gain experience contributing to and learning from their peers in the same way that other practitioners do.

Reflections from Members of Our Community of Practice

During the final weeks of the leadership course, students present an overview of their teacher research topic, conduct a 30-minute workshop, and share an activity for others to implement in their settings. Their presentations are based on an earlier course assignment that includes an outline for a two-hour workshop, additional child-focused learning activities, a more complete discussion about the implications of their teacher research findings, and guidance about how teachers can implement their suggested approaches.

I invited students from my spring 2023 leadership course to write about their experiences of participating in our class’s community of practice. In the following five accounts, Emmy, Gina, Kalyani, Breanne, and Kate (coauthors) describe how their perceptions about themselves as knowers, teachers, learners, and leaders shifted as a result of participating in the course.

Emmy: Puppetry in Early Childhood Education

My passion for working with young children started when I began babysitting at the age of 12. I am originally from Holland and came to the United States to be an au pair for a family with six young children during my gap year after high school. I currently colead a toddler classroom and run a summer camp at a small Waldorf-inspired school, where I have been for three years. I have fallen in love with the early childhood education profession and the Waldorf setting.

Storytelling and puppetry are two important aspects of the curriculum in the Waldorf early childhood classroom (Koetzsch & Riegel 2018). In Waldorf settings, it is common to tell stories from the heart. These stories can be created by the storyteller or told from an existing tale. The goal is for children to experience them as though they are magically unfolding in front of their eyes. Using puppetry engages children by bringing narrative details to life. Over the past two years, I have learned about the benefits of using puppetry with young children by attending workshops and with hands-on practice. Through my workshop, I wanted to show my peers how simple and beneficial it can be to incorporate puppets as a teaching tool for young children in many areas, including storytelling.

I have found that children deeply connect with anthropomorphic figures or animal characters. They can understand a story’s message when it is shared from the perspective of a character as a puppet. For example, a story we told in our classroom addressed the children’s habit of picking flowers. The story was told from the viewpoint of a little flower puppet who whispers to a child, asking not to be picked because it will be hurt. We also talked about the bees who need hundreds of flowers to feed their families. Storytelling with puppets helps the children I work with deeply engage with the tale’s message. In this case, they understood the importance of respecting nature and its creatures.

I took the leadership course during my last semester at CCCC, which was the perfect way to complete my degree requirements. One topic we discussed was how to take into account staff members and families when building a program. After taking many courses focused on children and families, learning about staff development and retention was interesting. Participating in our course’s community of practice and delivering my puppetry workshop to peers furthered my understanding of teaching and learning even more. Just as I gained insights into the various ways children learn and how this relates to creating curriculum, I realized there are many ways individual adults learn as well. Through the presentation experience, I discovered that I have valuable information to teach others. Everyone has something different to bring to the table, and we can learn from each other if we are open and receptive to a variety of knowledge and experiences. As a teacher and leader, I strive to be inclusive, considerate of all, and always learning.

Gina: Bringing Classroom Activities Outside

I am a licensed family child care owner in Plymouth, Massachusetts, and have been in the early childhood field for over 30 years. Owning a family child care program is rewarding. It can also be challenging because, as owners and operators, we are often the only adults in the program. For this reason, it is important to stay connected with peers and take advantage of professional development opportunities when they arise. Finishing my degree in early childhood education is something I am doing for myself as much as for the children in my program.

During the final presentation of the leadership course, I hoped to inspire my colleagues to take more of their learning activities outdoors. Recently, there has been increased interest in outdoor and nature programs. Spending time outdoors has a calming effect on both children and adults alike. Creating engaging outdoor spaces that foster children’s natural love of learning and exploration sounds complicated. However, in my experience, it does not have to be. Through my presentation, I also wanted to help early childhood educators see the value in transitioning more activities outside, so they could advocate for change in their own settings. Keeping this in mind, I provided information about the benefits of outdoor learning to children’s physical and mental health.

I also shared simple goals to inspire my peers to take the first steps and provided easy-to-implement ideas. For example, I shared about moving story time outside and offered variations for storytelling, such as using painted rocks or popsicle sticks with pictures to represent characters and settings. I explained how easy it is to create a story walk using laminated copies of pages of a favorite book on clipboards attached to garden stakes. With a little effort, there are many opportunities to make modifications like these, and these small changes can greatly impact the well-being of the children in our programs!

Developing my presentation gave me a different perspective on how others learn and made me consider how to present material in a helpful way. Leaders in education settings must consider that individuals have different approaches to learning. In order to reach all learners, it is important to use a variety of methods with intention. Being a true leader involves incorporating approaches so that everyone can participate to the best of their abilities.

I also appreciated having the opportunity to learn from my peers’ presentations. Everyone came to the table with something new and exciting: some put new twists on old classics, and some came with relatively recent research and approaches. It was a rewarding experience to come together with such a diverse group of educators, each bringing a valuable perspective within a collaborative. A teacher’s education should never stop; the ability to change and adapt is vital in this field. There are always new and fresh ideas to motivate those of us who have the desire and dedication to provide the most meaningful experiences for young children.

Kalyani: Early Literacy

I started my professional journey into early childhood education in high school as an intern for Cape Cod Child Development. After that, I attended Howard University as a nursing major, but I quickly realized a nursing career wasn’t for me. During the COVID-19 pandemic, the campus shut down, and I moved back home to continue my early childhood education coursework to complete my Child Development Associate credential at Cape Cod Community College.

My teacher research project and presentation focused on the uses and impacts of interactive read alouds for enrichment, learning, and engagement. I have been researching literacy for years, which has helped me to become more intentional about when and what I read with the children in my setting. I partner with and frequently visit local libraries, and I foster a respect and love of books in the children I teach. As a passionate early childhood educator, I hope all children become lifelong learners. I feel that it is my job as an educator to foster children’s empathy and emotional awareness and to support their early literacy. I have observed that reading stories with the children I teach stimulates their imaginations and expands their understanding of language and the world. Through stories, they learn to pause, think, ponder, and ask questions. I pair read alouds with activities that extend beyond, or stretch, the story, which allows children to make real-world connections. I use stories to help them walk in the shoes of people who may seem different from them. These stories also serve as reflections, helping the children to feel less alone.

My experience of teacher research is that it requires reflective practices that encourage me to critically examine my teaching methods, classroom dynamics, and student interactions. Through ongoing reflection and analysis of my practice, I have identified areas for improvement and refined teaching strategies to better meet the needs of my students. During my last semester at CCCC, my teacher research experience, coupled with my participation in a community of practice, provided opportunities for professional growth and development. It also significantly impacted my understanding of myself as an educator. By conducting teacher research, I was challenged to delve into specific aspects of teaching and learning, gaining a deeper understanding of theories, methodologies, and effective practices in education. This hands-on approach to inquiry and research allowed me to explore topics relevant to my teaching context, leading to insights and more informed decision making in my classroom.

Developing and presenting my findings on the importance of reading stories with young children opened my eyes to what it means to be a leader. Presenting this session empowered me to continue my efforts to help children become lifelong readers. Receiving feedback on my presentation reminded me of my purpose and gave me a sense of accomplishment. Sharing what I learned with peers and colleagues validated that my work in this field is needed and impactful. I love being a part of such a wonderful community of innovators in education. I have enjoyed sharing my voice, my experiences, and my insight. When educators can collaborate with colleagues, share insights, and learn from each other's experiences, it leads to enhanced teaching skills and increased confidence in our own abilities as educators.

Breanne: Fostering Communication to Support Learning

I am a newborn care specialist and a doula. I have spent a significant amount of time during my 15 years as a career nanny focused on overnight newborn care and supporting families. I've always had a passion for children, and I was very happy to have success in pursuing my degree. It confirmed that I am in the right place, doing the right things with the right people. During the associate degree program, I completed over 200 hours of fieldwork with children ages 2 to 5 years old in a variety of settings, including a Waldorf school and a Reggio Emilia-inspired school. Working in a group setting was new to me. It was very different from working one-on-one with a family. It was fascinating to observe and try out the strategies that teachers use with groups of children.

One thing that stood out to me during my field hours and practicum was the importance of positive communication with children. I came to realize that every child is different and communicates differently. I found myself taking on the role of researcher, role model, observer, documenter, photographer, and even the student at times! During my presentation, I shared photos and video documentation of my teacher research project about bringing the classroom outside. I showed interactions between me and the children while they created animal habitats in the play yard. If educators provide children with the necessary tools and guidance and give them the space to create, they will communicate through their work.

We had amazing presentations in our class. I enjoyed learning about the different strategies to become an effective leader. A teacher’s leadership in an early learning setting sets the tone for children and their environment. Our goal should be to create positive environments that support communication and foster children’s growth and opportunities for learning. Children benefit from seeing teachers lead with confidence and positivity.

Kate: Agenesis of the Corpus Callosum

I work in a preschool room of an early childhood education center. Each day is a new adventure. I plan to eventually step into a leadership position at my current program, and I am working to complete my director certifications. I took this leadership course to broaden my education.

My presentation focused on a congenital abnormality called agenesis of the corpus callosum (ACC). ACC results in a partial or complete absence (agenesis) of the corpus callosum, the band of nerve fibers located deep in the brain that connects the two cerebral hemispheres (Nationwide Children’s Hospital 2023). The corpus callosum helps the hemispheres share information, but it also contributes to the spread of seizure impulses from one side of the brain to the other. My daughter was diagnosed with ACC at 21 weeks gestation. Before her diagnosis, I had never heard of the disorder. I quickly needed to learn as much as I could so that I would be equipped to care for her.

Developing my presentation on ACC reminded me about the importance of teachers sharing knowledge and engaging in continuing education. Gaining awareness about developmental and learning disabilities allows teachers to support children more effectively. The director of the center where I work and where my daughter is enrolled had me present my workshop to my colleagues. Leaders should prioritize fostering ongoing professional development for staff.

Participating in my peers’ workshops made me realize that there is still so much knowledge to learn about the field of early childhood education and the methods that best serve children. For example, it was impactful to hear about the use of puppetry and how to design learning experiences in outdoor spaces. I appreciate my classmates for adding to my knowledge and expertise. Educating our educators is just as important as educating the children we teach.

Recognizing the Impact of Early Childhood Educators’ Voices

When I observed each of the students in this leadership course thoughtfully and actively taking part in our community of practice, I saw evidence to suggest that communities of practice can effectively develop positive teacher identities, where students feel smart and see themselves and each other as leaders. The very fact that they conducted presentations for other adult learners indicated to me that they had gained confidence in these areas. Importantly, when students like Kate begin to see the impact their knowledge can have, they are more willing to share with others outside of our class. In fact, students have discussed their peers’ work with teachers and leaders in their own early learning programs, and directors have asked for some members of our community of practice to conduct workshops. It is important that teacher educators, specifically those teaching in two-year early childhood teacher preparation programs, recognize the value of their students’ knowledge and see them as capable of participating in our profession right now and in significant ways.

Photographs: courtesy of the authors
Copyright © 2024 by the National Association for the Education of Young Children. See Permissions and Reprints online at NAEYC.org/resources/permissions.

References

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Jimenez-Silva, M., & K. Olsen. 2012. “A Community of Practice in Teacher Education: Insights and Perceptions.” International Journal of Teaching and Learning in Higher Education 24 (3): 335–48.

Koetzsch, R.E., & A. Riegel. 2018. Letting Children Be Children: Waldorf Early Childhood Education. Self-published. waldorfearlychildhood.org/wp-content/uploads/2022/08/Letting-Children-Be-Children.pdf.

Muñoz, M., L.A. Welsh, & T.L. Chaseley. 2018. “Developmentally Appropriate Practice for Adult Learners.” Young Children 73 (4): 70–76.

Murphy, D. 2016. “Making Voices Visible: Teacher Research in Associate Degree Teacher Education in Our Community Colleges.” Voices of Practitioners 11 (1): 61–67.

Nationwide Children’s Hospital. 2023. ““What Is Agenesis of the Corpus Callosum?” nationwidechildrens.org/conditions/agenesis-of-the-corpus-callosum.

Warner, C.K., & H.L. Hallman. 2017. “A Communities of Practice Approach to Teacher Education.” Brock Education Journal 26 (2): 16–33.

Wenger, E. 1998. Communities of Practice: Learning, Meaning, and Identity. Cambridge, UK: Cambridge University Press.