Abstract
PLÁTICAS CON HERMANAS: UNDERSTANDING FEMALE PRESCHOOL TEACHERS OF COLOR PERCEPTIONS OF THE PROFESSIONAL DEVELOPMENT THEY RECEIVE TOWARDS THE IMPLEMENTATION OF DESIRED RESULTS DEVELOPMENTAL PROFILE (DRDP)
bySilvia Figueroa
This qualitative study examined how professional development (PD) supports female preschool teachers of color in understanding and implementing the Desired Results of the Developmental Profile (DRDP) and utilizing their cultural knowledge to create inclusive learning environments. Grounded in Critical Race Theory, Chicana/Latina Feminist Theory, and Adult Learning Theory, this study examined how professional development (PD) supports female preschool teachers of color in understanding and implementing the Desired Results of the Developmental Profile (DRDP) and utilizing their cultural knowledge to create inclusive learning environments. Grounded in critical race theory, Chicana/Latina feminist theory, and adult learning theory, the study employed pláticas—a culturally responsive research method—to center participants' voices and lived experiences. Eleven preschool teachers of color participated in the study, including eight in a group Chicana/Latina plática and three in an individual plática.
The findings suggest that preschool teachers strongly understand the DRDP and its implementation, with professional development as a key resource for individualized learning. Teachers identified external education agencies and Teachers on Special Assignments (TOSAs) as valuable sources of support. They emphasized the importance of home-school connections in fostering inclusivity, integrating home languages to enhance learning, and the need for specialized professional development tailored to their specific contexts.
The participants identified three priority areas for future PD: (a) training focused on mathematics instruction and trauma-informed practices, (b) parent-child program orientations before preschool enrollment, and (c) increased understanding of children’s transitions beyond preschool. These findings underscore the need for culturally responsive PD that acknowledges the expertise and lived experiences of preschool teachers of color while addressing systemic gaps in early childhood education. Although teachers’ race was not a factor of consideration in this study, future research is needed to determine if professional development content is received differently by different racial groups. Furthermore, future research to identify practical solutions for addressing the aging preschool workforce.