Taking an Evaluative Stance to Decision-Making about Professional Development Options in Early Childhood Education and Care

Autor/inn/en	Brownlee, Joanne Lunn; Sumsion, Jennifer; Irvine, Susan; Berthelsen, Donna; Farrell, Ann; Walsh, Kerryann; Ryan, Sharon; Mulhearn, Gerry
Titel	Taking an Evaluative Stance to Decision-Making about Professional Development Options in Early Childhood Education and Care
Quelle	In: Early Years: An International Journal of Research and Development, 35 (2015) 4, S.411-426 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-5146
DOI	10.1080/09575146.2015.1099519
Schlagwörter	Foreign Countries; Early Childhood Education; Decision Making; Professional Development; Semi Structured Interviews; Coding; Research Methodology; Discovery Processes; Capacity Building; Epistemology; Beliefs; Opinions; Critical Thinking; Inquiry; Communities of Practice; Self Efficacy; Professional Identity; Leadership Styles; Influences; Context Effect; Australia + Suchen Sie Ihr Suchwort? Ausland; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Decision-making; Entscheidungsfindung; Codierung; Programmierung; Research method; Forschungsmethode; Erkenntnistheorie; Belief; Glaube; Lehrmeinung; Kritisches Denken; Community; Self-efficacy; Selbstwirksamkeit; Führungsstil; Influence; Einfluss; Einflussfaktor; Australien
Abstract	This article builds on our ongoing work in conceptualising an "evaluative stance" framework to assist in understanding how leaders in the field of early childhood education and care (ECEC) make decisions about the selection of professional development options for themselves and their staff. It introduces the notion that evaluative mindsets can be considered in terms of attitudes towards decision-making that are based on personal epistemologies. Drawing on data from semi-structured interviews, it explores the mindsets of six experienced leaders in two long-established ECEC organisations in Australia with respect to their decision-making about professional development. The article concludes with a consideration of the potential utility of the framework and the coding template used in this exploratory study. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01