Enabling Professionals to Change Practices Aimed at Tackling Social Inequality through Professional Development: Results from a Case Study

Autor/inn/en	Jensen, Bente; Brandi, Ulrik
Titel	Enabling Professionals to Change Practices Aimed at Tackling Social Inequality through Professional Development: Results from a Case Study
Quelle	In: European Early Childhood Education Research Journal, 26 (2018) 1, S.50-65 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-293X
DOI	10.1080/1350293X.2016.1262550
Schlagwörter	Social Differences; Faculty Development; Early Childhood Education; Program Descriptions; Well Being; Preschool Children; Disadvantaged; Communities of Practice; Preschool Teachers; Case Studies; Theory Practice Relationship; Foreign Countries; Child Care Centers; Intervention; Teacher Attitudes; Knowledge Base for Teaching; Structured Interviews; Observation; Denmark + Suchen Sie Ihr Suchwort? Sozialer Unterschied; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Well-being; Wellness; Wohlbefinden; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Community; Erzieher; Erzieherin; Kindergärtnerin; Case study; Fallstudie; Case Study; Theorie-Praxis-Beziehung; Ausland; Child care facilities; Child care services; Kinderzentrum; Kinderbetreuung; Lehrerverhalten; Teaching theory; Theory of teaching; Unterrichtstheorie; Beobachtung; Dänemark
Abstract	Research has shown the potential for early childhood education and care (ECEC) in making a difference for all children. However, research also highlights how hard overcoming the "gaps" between children from differing social backgrounds still is. The overall aim of this article is to examine the impact of a professional development programme on changing practices that can address social inequality in ECEC. The article explores how a professional development programme, VIDA, can contribute to enabling professionals in enhancing the change potentials in ECEC, with a view to enhancing the learning conditions and well-being of all children, and socially disadvantaged children in particular. The overall argument is that co-construction as well as openness and reflection in the ECEC field is needed when professionals are to change their pedagogical practices towards tackling the issues of social inequality. The study emphasises that practices are enhanced through professional development that makes sense for participants, is organised in communities of practices (CoP) and communities of innovation (CoI), and is facilitated and integrated in entire ECEC systems. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01