Supporting teachers' practice through professional learning and development: What's happening in New Zealand early childhood education?

Early childhood teachers' professional learning and development (PLD) is a significant factor in the provision of quality early childhood education (ECE), yet gaining a full picture of PLD in the New Zealand ECE context is problematic. Information about government-funded PLD programmes is avail...

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Published inAustralasian journal of early childhood Vol. 46; no. 1; pp. 66 - 79
Main Authors Clarke, Linda, McLaughlin, Tara, Aspden, Karyn, Riley, Tracy
Format Journal Article
LanguageEnglish
Published London, England SAGE Publications 01.03.2021
Subjects
Attitudes
Career development
Coaching (Performance)
Delivery Systems
Early childhood education
Early Childhood Teachers
Evaluation
Evidence Based Practice
Facilitators (Individuals)
Financial Support
Foreign Countries
Inservice Teacher Education
Instructional Improvement
Mentors
Professional Development
Social aspects
Surveys
Teacher Attitudes
Teacher Participation
Teacher Workshops
Teachers
Young Children
New Zealand
survey
coaching
teacher
Early childhood education
professional development
Online AccessGet full text
ISSN1836-9391
1839-5961
DOI10.1177/1836939120979063

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Abstract Early childhood teachers' professional learning and development (PLD) is a significant factor in the provision of quality early childhood education (ECE), yet gaining a full picture of PLD in the New Zealand ECE context is problematic. Information about government-funded PLD programmes is available through evaluations, however, teachers access PLD from a range of providers, many of whom are not government-funded, nor subject to regular monitoring for quality. Teachers' reports, therefore, represent important sources of insight into PLD. We surveyed New Zealand early childhood teachers about their experiences of PLD, including topics, delivery, and facilitation. We analysed 345 responses. Workshops were the most commonly experienced PLD model. Many respondents had also experienced job-embedded support, but may not have experienced the types of facilitation strategies likely to prompt shifts in teaching practice. This article reports the survey results, examines implications and discusses features of PLD that support shifts in teaching practice.
AbstractList Early childhood teachers' professional learning and development (PLD) is a significant factor in the provision of quality early childhood education (ECE), yet gaining a full picture of PLD in the New Zealand ECE context is problematic. Information about government-funded PLD programmes is available through evaluations, however, teachers access PLD from a range of providers, many of whom are not government-funded, nor subject to regular monitoring for quality. Teachers' reports, therefore, represent important sources of insight into PLD. We surveyed New Zealand early childhood teachers about their experiences of PLD, including topics, delivery, and facilitation. We analysed 345 responses. Workshops were the most commonly experienced PLD model. Many respondents had also experienced job-embedded support, but may not have experienced the types of facilitation strategies likely to prompt shifts in teaching practice. This article reports the survey results, examines implications and discusses features of PLD that support shifts in teaching practice.
Audience Early Childhood Education
Author Tracy Riley
Karyn Aspden
Linda Clarke
Tara McLaughlin
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Cites_doi 10.1097/IYC.0b013e31825a1ebf
10.1177/0271121408328173
10.1080/09575146.2013.763770
10.17226/19401
10.1787/9789264279421-en
10.1016/j.tate.2014.03.004
10.1080/10901027.2019.1604454
10.3102/0034654318759268
10.1080/19415257.2014.986817
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Australasian Journal of Early Childhood, Vol. 46, No. 1, Mar 2021: 66-79
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Snippet Early childhood teachers' professional learning and development (PLD) is a significant factor in the provision of quality early childhood education (ECE), yet...
Early childhood teachers’ professional learning and development (PLD) is a significant factor in the provision of quality early childhood education (ECE), yet...
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SubjectTerms Attitudes
Career development
Coaching (Performance)
Delivery Systems
Early childhood education
Early Childhood Teachers
Evaluation
Evidence Based Practice
Facilitators (Individuals)
Financial Support
Foreign Countries
Inservice Teacher Education
Instructional Improvement
Mentors
Professional Development
Social aspects
Surveys
Teacher Attitudes
Teacher Participation
Teacher Workshops
Teachers
Young Children
Title Supporting teachers' practice through professional learning and development: What's happening in New Zealand early childhood education?
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