Professional Development in Early Childhood Programs: Process Issues and Research Needs

Sheridan, Susan M.; Edwards, Carolyn Pope; Marvin, Christine A.; Knoche, Lisa L.

doi:10.1080/10409280802582795

Cited by 392 publications

(295 citation statements)

References 33 publications

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“…The ECE literature has provided evidence that continuing training has strong positive effects on preschool teachers' pedagogical knowledge and skills, motivations, self-regulatory skills, personal development, cultural enrichment, and social relations with their fellow colleagues (Sheridan, Edwards, Marvin, & Knoche, 2009). In addition, there is unanimous agreement on the positive effects that PD has on the quality of education received by children in the classroom (Wagner & French, 2010).…”

Section: Enhancing the Quality Of The Ece Sector Through Formal And Imentioning

confidence: 99%

Preschool Teachers’ Engagement in Professional Development: Frequency, Perceived Usefulness, and Relationship with Self-Efficacy Beliefs

Múñez

Bautista

Khiu

et al. 2017

PSYE

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Enhancing the quality of early childhood education is currently a central goal for many countries. There is widespread agreement that providing preschool teachers with opportunities for professional development (PD) is one of the key ingredients to achieving such a goal. Little is known, however, about the frequency with which preschool teachers engage in the different types of PD activities and about how teachers themselves perceive the usefulness of these activities. Similarly, there is limited research on how participating in PD relates to teachers' self-efficacy beliefs. The present study addresses these gaps in the literature with data collected in a Southeast Asian country: Singapore. Participants were 97 Singapore preschool teachers. A survey composing of several scales was used to collect the data. We explored the frequency and perceived usefulness of seven formal PD activities and 19 informal PD activities, both collaborative and individual. Teachers' self-efficacy was measured with the 'Teacher Sense of Efficacy Scale' (TSES). Our findings showed that: 1) Participants engaged in informal PD (both collaborative and individual) more frequently than in formal PD; 2) There were positive correlations between frequency of participation and teachers' perceived usefulness for both formal and informal PD; and 3) High engagement in collaborative informal PD activities was a strong predictor of teachers' self-efficacy beliefs. These results indicate that work-embedded PD, both collaborative and individual, is highly important to Singapore preschool teachers. In order to enhance the impact and responsiveness of PD, we suggest that formal PD should be integrated as part of the informal PD activities in which teachers regularly engage. Limitations and lines for further research are discussed. 182Participación en Desarrollo Profesional de Maestros de Educación Infantil: Frecuencia, Utilidad Percibida y Relaciones con las Creencias de Autoeficacia RESUMEN: Mejorar la calidad de la educación infantil es una meta central en muchos países actualmente. Existe un acuerdo generalizado en que ofrecer oportunidades de desarrollo profesional docente (DPD) a los maestros/as es uno de los ingredientes principales para lograr dicho objetivo. Sin embargo, poco se sabe sobre la frecuencia con la que estos profesionales participan en iniciativas de DPD o sobre sus percepciones acerca de la utilidad de dichas iniciativas. Existe también poca investigación sobre las relaciones entre la participación en DPD y las creencias de auto-eficacia de estos profesionales. El presente estudio aborda estos vacíos en la literatura desde la perspectiva de un país del Sudeste Asiático: Singapur. Los participantes fueron 97 maestras de escuelas infantiles. Para recoger los datos, utilizamos una encuesta compuesta por varias escalas estandarizadas. Exploramos la frecuencia y la utilidad percibida de siete actividades de DPD formal y de 19 informal, tanto colectivas como individuales. Las creencias de auto-eficacia fueron analizadas mediante...

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Section: Enhancing the Quality Of The Ece Sector Through Formal And Imentioning

confidence: 99%

Preschool Teachers’ Engagement in Professional Development: Frequency, Perceived Usefulness, and Relationship with Self-Efficacy Beliefs

Múñez

Bautista

Khiu

et al. 2017

PSYE

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“…That is, to date, coaching has been in combination with more formal training through coursework, or concentrated workshops (Sheridan, Edwards, Marvin, & Knoche, 2009). …”

mentioning

confidence: 99%

Promoting Language and Literacy Development for Early Childhood Educators: A Mixed-Methods Study of Coursework and Coaching

Neuman

Wright

2010

The Elementary School Journal

117

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“…Often referred to as an "outside in" approach (Sheridan, Edwards, Marvin & Knoche, 2009), directive coaching has been shown to improve teachers' practices (Pianta, Mashburn, Downer, Hamre & Justice, 2008). The support offered through directive coaching also made it possible for us to monitor, support and document the fidelity of the program.…”

Section: The Read Malawi Programmentioning

confidence: 99%

Cost Effectiveness of a Complementary Reading Program

Sailors¹,

Flores²

2014

JEHD

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We used a quasi-experimental, pre-post-test design to measure the cost effectiveness of a complementary reading program. Our findings indicated that the educational innovation under discussion was particularly effective in changing teacher practices and attitudes and that had the intervention been in place longer than four months, we would have seen greater reading achievement of learners in these classrooms. Our cost effective ratios and relative cost effective ratio indicated that the intervention was much more cost effective than business as usual in Malawi. Our study has implications for policy makers around the world.

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Professional Development in Early Childhood Programs: Process Issues and Research Needs

Cited by 392 publications

References 33 publications

Preschool Teachers’ Engagement in Professional Development: Frequency, Perceived Usefulness, and Relationship with Self-Efficacy Beliefs

Preschool Teachers’ Engagement in Professional Development: Frequency, Perceived Usefulness, and Relationship with Self-Efficacy Beliefs

Promoting Language and Literacy Development for Early Childhood Educators: A Mixed-Methods Study of Coursework and Coaching

Cost Effectiveness of a Complementary Reading Program

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