A Qualitative Examination and Emerging Theorization of Jamaican Nursery Practitioners' Self-Identified Professional Development Needs

Autor/in	Kinkead-Clark, Zoyah
Titel	A Qualitative Examination and Emerging Theorization of Jamaican Nursery Practitioners' Self-Identified Professional Development Needs
Quelle	In: Teacher Development, 27 (2023) 5, S.597-612 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1366-4530
DOI	10.1080/13664530.2023.2248084
Schlagwörter	Preschool Teachers; Teacher Attitudes; Faculty Development; Educational Needs; Foreign Countries; Infants; Toddlers; Child Care; Teacher Competencies; Workshops; Preschool Curriculum; Teaching Methods; Educational Environment; Jamaica + Suchen Sie Ihr Suchwort? Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Lehrerverhalten; Educational need; Bildungsbedarf; Ausland; Infant; Toddler; Toddlers; Kleinkind; Infants; Kinderfürsorge; Kinderbetreuung; Lehrkunst; Lernwerkstatt; Schulung; Teaching method; Lehrmethode; Unterrichtsmethode; Lernumgebung; Pädagogische Umwelt; Schulumwelt
Abstract	In Jamaica, the majority of practitioners working with infants and toddlers are largely untrained. While continuing professional development (CPD) provides practitioners with the skills to meet children's needs, the provision of CPD also serves as the means by which nursery practitioners upgrade their competencies. This study presents the findings of a series of focus group discussions and workshop evaluations with 71 nursery workers to elicit their professional development needs. Thematic analysis revealed three dominant themes (planning for children, managing throughout the day and the curriculum). These findings enable an emerging theorization of caregivers' CPD needs. This includes context-guided pedagogy, relevant and transferable to everyday life, and socially considerate professional development. Implications of the findings suggest greater support for nursery workers. Caregivers need to be involved in the planning of CPD. Additionally, the theorization enables a greater understanding of how caregivers learn and the factors which support their professional growth. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01