Guidelines for Selecting Professional Development for Early Childhood Teachers

Abstract

Engaging teachers of young children in effective in-service professional development is a critical component of establishing high quality early childhood education. However, not all professional development offerings are effective in imparting new knowledge, enhancing teacher practice, or improving child outcomes, making it difficult for teachers and directors to select professional development that will benefit their centers. This paper critically reviews the research literature on professional development for early childhood education to identify what features of professional development make a difference for teacher interactions and children's learning and development. Guidance is provided for selecting professional development opportunities which meet the needs of children and teachers. Recommendations for how to create an ongoing professional development program within an early childhood center by creating a professional learning community are also made. Such an approach supports the center to become a place that values learning and continued education for all professionals.

Effective characteristics of professional development programs for science and technology education

“…This means, for example, asking how it will adapt to their own school context. Similar to what was recommended by Schachter et al (2019), guidelines to assist schools in selecting professional development programmes might be of value.…”

Investigating the role of teacher training of reception teachers in implementing the pre-primary curriculum in Francistown, Botswana

“…Some scholars such as Schachter, Gerde and Hatton-Bowers (2019) theorise that training of teachers, including those who are teaching ECD, is vital. They, however, warn that certain precautionary measures need to be considered when selecting any PD model because they might offer training that is not beneficial.…”

“…They, however, warn that certain precautionary measures need to be considered when selecting any PD model because they might offer training that is not beneficial. Some of the defining principles as identified by Schachter et al (2019) entailed what is to be taught and how it should be taught. This implies that specific training guidelines would help in achieving the expected outcomes in the process of training teachers on the job.…”

“…The aforementioned studies suggest that countries that highly regard teacher training or PD as a basic tenet, benefit from a teaching workforce that is knowledgeable and able to impart the desired teaching and learning outcomes to the children. This is what can be referred to as sustainable education development because even though PD may be capital intensive, venturing into a valuable one as suggested by Schachter et al (2019), would result in highly effective teachers who are able to share their acquired skills with the children and co-workers, which would save the country from having overly dependent people as they would be empowered. Given the fact that Botswana is a middle-income earning economy, teacher training comes as a requirement that all teachers, including ECD teachers, be well trained for the purpose of sustainable economic development.…”

Contextual Factors Influence Professional Development Attendance Among Child Care Providers in Nebraska

“…34,35 Successful professional learning communities support providers' growth by maintaining confidentiality, keeping the group provider-driven, and ensuring that the facilitator does not rush the professional development process. 35,36 This approach could be tailored to address providers' needs at multiple levels because professional learning communities can be formed based on a variety of variables; role, location, topics of interest, or concerns.…”