Abstract
As few studies have investigated how contrasting models of professional development might impact teachers` learning experiences, this study examined how individual and collegial models of professional development impact early childhood teachers` cognitive and emotional experiences during the National Board Certification. The findings from a longitudinal, comparative case study suggest that the individual model facilitated a high level of self-reflection at the expense of feelings of isolation and frustration, while the collegial model without critical feedback led an early childhood teacher to uphold a status quo at the first year of candidacy. This study discusses the implications of facilitating optimal professional development that balances early childhood teachers` independent work and collegiality.
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