Continuing professional development in early childhood education in New Zealand

Cherrington, Sue; Thornton, Kate

doi:10.1080/09575146.2013.763770

Cited by 60 publications

(60 citation statements)

References 13 publications

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“…In sharing knowledge gained individually, educators can experience opportunities to build their own leadership capacity (Cherrington and Thornton 2013), which may be particularly useful in building motivation for PL and change. In representing PD&L as a continuum ranging from individualised to collaborative, directors and educators may be assisted to understand how PL and change occur, which could assist in the development of integrated and cohesive responses to PL within early childhood.…”

Section: Resultsmentioning

confidence: 99%

“…An emerging theme was how subsequent follow-up work was viewed and organised within centres. Although individualised PD potentially supports personal understanding, impacts are enhanced when shared (Cherrington and Thornton 2013).…”

Section: One-off Eventsmentioning

confidence: 96%

“…Educators may bring knowledge gained from many different sources that is processed collaboratively to build new contextual knowledge and understanding which is generated socially and constructed within a group of educators (Hord 2009). These constructivist educational theories reflect the situated nature of educator PL (Cherrington and Thornton 2013) and are particularly important in early childhood contexts where educators teach interdependently in team situations.…”

Section: Introductionmentioning

confidence: 99%

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Implementing curriculum reform: insights into how Australian early childhood directors view professional development and learning

Colmer

Waniganayake

Field

2015

Professional Development in Education

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A range of studies has demonstrated that collaborative professional development and learning (PD&L) is effective in implementing curriculum reform. PD&L that is contextualised within a specific setting enables educators to explore new theoretical perspectives, review existing knowledge and beliefs, and examine their current practice. This article reports on an investigation of how Australian early childhood centre directors understand and lead PD&L during a major reform of curriculum. Qualitative analysis was undertaken drawing on orienting concepts from the literature. Analysis of data collected from two focus groups of early childhood centre directors shows the importance of the director as overall educational leader but suggests that distributing leadership supports PD&L. Although directors articulated belief in the value of collaborative professional learning, individualised, one-off, external professional development events remained a common strategy. Directors' perceptions about managing curriculum reform, their understanding of leadership and PD&L, together with considerations of broader social and system influences such as organisational culture and structural arrangements are factors that contribute to professional learning. A model for a centre-based professional learning system is proposed.

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Section: Resultsmentioning

confidence: 99%

Section: One-off Eventsmentioning

confidence: 96%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Implementing curriculum reform: insights into how Australian early childhood directors view professional development and learning

Colmer

Waniganayake

Field

2015

Professional Development in Education

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“…In the thirty years since Katz's original discussion, the ECE field has made advances in the eight criteria she outlined. For some countries (e.g., New Zealand), the discussion of professionalism has moved well beyond whether or not an educator is a professional to focus more on the quality and continuity of professional learning and the development of all educators (Cherrington & Thornton, 2013). Dalli (1993) and others (Lee, 2012;Opper, 1993) argue that the ECE field has made significant gains that challenge its historical "Cinderella" status of being "undervalued and underfunded" (Dalli,p.…”

Section: Defining Professionalismmentioning

confidence: 99%

The Glass Ceiling Effect: Mediating Influences on Early Years Educators' Sense of Professionalism

Tukonic¹,

Harwood²

2016

J Child. Stud.

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“…The aim was to identify commonalities of personal and professional growth, as identified by students, which could impact positively on practice. Subsequent analysis was undertaken using Cherrington and Thornton's (2013) characteristics of effective professional learning, Mitchell and Cubey's (2003) eight characteristics of quality professional development and Scottish Social Services Council's (SSSC's), professional development model (QAA, 2007(QAA, , 2015. This is an Accepted Manuscript of an article published by Taylor & Francis in Professional Development in Education on 7 June 2017, available online: http://www.tandfonline.com/10.1080/19415257.2017.1331933.…”

Section: Introductionmentioning

confidence: 99%

Evidence of quality professional development: a study in childhood practice

Dunn

McDonald

Johnson

2017

Professional Development in Education

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The study examined the contribution of the BA Childhood Practice workbased 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.

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Continuing professional development in early childhood education in New Zealand

Cited by 60 publications

References 13 publications

Implementing curriculum reform: insights into how Australian early childhood directors view professional development and learning

Implementing curriculum reform: insights into how Australian early childhood directors view professional development and learning

The Glass Ceiling Effect: Mediating Influences on Early Years Educators' Sense of Professionalism

Evidence of quality professional development: a study in childhood practice

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