Training Needs and Online Learning Preferences of Early Childhood Professionals

Providing early childhood professionals with professional development opportunities to enhance their skills and knowledge can improve quality of care. For professional development to be valued by the early childhood workforce, it is essential to offer meaningful content that accommodates the needs o...

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Bibliographic Details
Published inJournal of early childhood teacher education Vol. 39; no. 2; pp. 114 - 130
Main Authors Barnes, Jenna K, Guin, Autumn, Allen, Kim
Format Journal Article
LanguageEnglish
Published Routledge 03.04.2018
Subjects
Asynchronous Communication
Classroom Techniques
Course Content
Curriculum
Early Childhood Education
Educational Needs
Educational Quality
Educational Technology
Faculty Development
Focus Groups
Online Courses
Parent Teacher Cooperation
Preferences
Preschool Teachers
Synchronous Communication
Teacher Attitudes
Technology Uses in Education
North Carolina
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Summary:Providing early childhood professionals with professional development opportunities to enhance their skills and knowledge can improve quality of care. For professional development to be valued by the early childhood workforce, it is essential to offer meaningful content that accommodates the needs of the learner. With an increasing demand for quality professional development, as well as the expansion of online learning opportunities, this qualitative study explores the opinions of 14 North Carolina early childhood professionals regarding their professional development training needs and online learning preferences. Training content needs, experiences with online learning, and recommendations for training development are discussed. This study has implications for professional development creators and trainers for advancing the education and growth of the early childhood workforce.
ISSN:1090-1027
1745-5642
DOI:10.1080/10901027.2017.1347909