Journal of Academic Research in Education and Review
International Journal of Academic Research in Education and Review
Vol. 2(8), pp. 165-169. September, 2014.
Full Length Research
Empirical research in early childhood settings: possible gains for teachers' expertise
Luigina Mortari1 and Valentina Montý 2
1Phd in Education and Professor of Department of Philosophy, Education and Psychology, University of Verona.
E-mail address: firstname.lastname@example.org
2Phd in Education, Department of Philosophy, Education and Psychology, University of Verona.
Corresponding authorís E-mail address: email@example.com
Accepted 13 September 2014
The amount and depth
of published research relating to the transformation of education
settings for the purpose of positively influence children and their
functioning in learning environments continues to increase. The basic
idea is that research should have social significance and be useful for
practitioners (service research) by giving them the tools to improve
their classroom environments as well as their personal competencies. One
question that could be asked is: what are the implications and the
general usefulness of this research in terms of professional development
for teachers and others in the field of education? Do these studies
provide useful suggestions to teachers who are developing their
professional skills? To answer these questions, a systematic literature
review was conducted. This article aims to provide a descriptive map of
the issues that emerged during the literature review, with a particular
focus on elements of empirical research that could be considered for
professional development in education. The results from the article
analysis show that the descriptions of teachersí competencies in the
published literature are primarily cognitive and instrumental, affective
and social; few studies explicitly provided practical teaching advice.
During the review, 341 articles were excluded because they did not
contain information relevant to teachersí expertise. Of the articles
reviewed, the information useful to teachers is often general and
usually placed in a short concluding paragraph at the end of a given
article. More useful professional development opportunities occur when
teachers are actively involved in research. In conclusion, the review
also shows that in recent years more attention has been directed to the
exact items that have relevant implications with respect to the
expertise of teachers.
Article As: Mortari L, Montý V (2014). Empirical research in
early childhood settings: possible gains for teachers' expertise.
Inter. J. Acad. Res. Educ. Rev. 2(8): 165-169.