Evidence of Quality Professional Development: A Study in Childhood Practice

Autor/inn/en	Dunn, Brenda; McDonald, Catriona; Johnson, Dorothy
Titel	Evidence of Quality Professional Development: A Study in Childhood Practice
Quelle	In: Professional Development in Education, 44 (2018) 3, S.397-411 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Dunn, Brenda)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-5257
DOI	10.1080/19415257.2017.1331933
Schlagwörter	Questionnaires; College Faculty; Assignments; College Students; Attitude Measures; Faculty Development; Leadership Qualities; Foreign Countries; Qualitative Research; Semi Structured Interviews; Early Childhood Education; Child Care; Teacher Competencies; Knowledge Level; Metacognition; Pedagogical Content Knowledge; Preschool Teachers; United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Fragebogen; Fakultät; Assignment; Auftrag; Zuweisung; Collegestudent; Führungseigenschaft; Ausland; Qualitative Forschung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Kinderfürsorge; Kinderbetreuung; Lehrkunst; Wissensbasis; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Pädagogische Kompetenz; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule
Abstract	The study examined the contribution of the BA Childhood Practice work-based degree to professional and personal development, including leadership skills, analysed in relation to relevant models of professional development. It drew upon evidence from three university providers, from research assignments, subsequent questionnaires and interviews with students. A phenomenographical approach was used to identify the perceptions of learning and affective experiences. In discussing the nature of professional development, the paper draws on theoretical frameworks and the Standard for Childhood Practice. Findings revealed that characteristics identified in these models were evident in the degree, the most influential being knowledge and understanding, critical awareness, and changes to values and beliefs. These aspects promoted leadership and quality and underpinned increased self-confidence. The main issue that emerged was the significance of a work-based model which promotes the development of higher level skills; this is relevant across professions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01