The professional identity of early years educators in England: implications for a transformative approach to continuing professional development

Lightfoot, Sarah; Frost, David M.

doi:10.4324/9780203712658-14

Cited by 6 publications

(12 citation statements)

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“…Mateřské školy očekávají určitou úroveň kvality práce asistenta spolu se zkušenostmi z práce v podobném vzdělávacím prostředí. Jde o "regulovanou činnost" (Lightfoot & Frost, 2015).…”

Section: Krátký Pohled Na Asistenta Pedagoga Za Hranice čRunclassified

Teachers’ Evaluation of the Pedagogical Activity of Teaching Assistants in a Kindergarten

Burkovičová¹

2021

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The article presents results on identifying activities required from teaching assistants in kindergartens by legislative documents and their implementation and evaluation. The respondents were 32 qualified female teachers and 32 teaching assistants from the same kindergarten classes. The implementation of activities was evaluated by the teachers in 2017-2019. Methods: Qualitative content analysis of legislative documents, interviews identifying activities performed by teaching assistants, and teachers’ evaluation. Results: In direct pedagogical activities, assistants’ help in children’s physical activation, adaptation to the kindergarten environment, strengthening of basic habits, protecting safety and health, and group activities according to teachers’ established procedures and instructions focused on the children’s SEN were evaluated as positive. Failure to provide support and assistance to children with SEN, excessive performance of some activities, and inappropriate criticism were seen as negative. In activities related to direct pedagogical activities, care and concern for intact children were evaluated as positive. Failure to assist children and mutual conflicts of assistants in front of children were evaluated as unacceptable. Their knowledge of children’s diagnostic results was evaluated as being insufficient. The teachers also stated their desires and, expectations regarding the implementation of some activities. Conclusion: The results of the evaluation of the implementation of the teaching assistants’ activity in kindergartens provides an area for their improvement.

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Section: Krátký Pohled Na Asistenta Pedagoga Za Hranice čRunclassified

Teachers’ Evaluation of the Pedagogical Activity of Teaching Assistants in a Kindergarten

Burkovičová¹

2021

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“…However, in a sector with a diverse range of practitioners and complex professional identities (Lightfoot and Frost, 2015), creating valuable professional learning can be difficult when the context and values of the practitioners themselves are not given a voice. The model outlined below for delivering 'Talking Science' was designed to consider participants own sociocultural context and perceptions in relation to ECEC and science.…”

Section: Background and Contextmentioning

confidence: 99%

A socio-constructivist approach to developing a professional learning intervention for early childhood education and care practitioners in Wales

Gealy

Tinney

Macdonald

et al. 2020

Professional Development in Education

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In 16 Flying Start early childhood education and care (ECEC) settings within a Local Authority in Wales, observations of adult-child interactions, using the Sustained Shared Thinking and Emotional Wellbeing Scale (SSTEW), highlighted that interactions that support children's problem solving, curiosity, concept development, and higher-order thinking were the least well developed aspects of practice. A two-day professional learning intervention 'Talking Science', underpinned by a socio-cultural understanding of science learning in ECEC was designed. The intervention was delivered via a collaborative, socio constructive model of delivery en masse to all 64 practitioners in the 16 Flying Start settings. This qualitative mixed method research project adopted an interpretivist paradigm; the aim was to better understand ECEC practitioners' perceptions of science and how these perceptions both shaped provision and supported children's concept development in their settings. Data collection took the form of scribed notes from group discussions, feedback from practitioners during discussions and evaluation feedback about 'Talking Science'. The experiential professional learning programme with a focus on science in everyday practice appeared to be supportive of practitioners' developing confidence and subsequent engagement with science provision for young children. 'Talking Science' also provides a model which may have wider implications when designing ECEC professional learning.

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“…This is defined as education that is based on 'the principles of empowerment, social justice, emancipation, and freedom' (McLeod 2015, 256). In developing the research focus, a number of authors were consulted in order to establish key themes of professional development in this area (Bers 2008;Hadley, Waniganayake and Shepherd 2015;Lightfoot and Frost 2015;Layen 2015;Marklund 2015;McLeod 2015;Perry and MacDonald 2015;Waters and Payler 2015;Winton, Snyder and Goffin 2016;and Yelland and Kilderry 2010). Although the primary research in the article is on English educators in early years, the themes are relevant to an international audience.…”

Section: Research Contextmentioning

confidence: 99%

“…As noted earlier, Waters and Payler (2015) argue that the general consensus is that children in this sector are aged from birth to seven years. If education is to be transformative within this sector, it is vital to ensure that there are no ambiguities about either the sector of education or the children who are included within this educational domain (Hadley, Waniganayake and Shepherd 2015, Lightfoot and Frost 2015, McLeod 2015, and Waters and Payler 2015.…”

Section: Research Contextmentioning

confidence: 99%

“…There can be an experience producing 'feelings of disillusionment', 'anxiety' and 'loss of control' (Lightfoot and Frost 2015, 401). In realising transformative professional development for early years educators, it is important to ensure that professional identity and personal identity are considered together (Hadley, Waniganayake and Shepherd 2015, Lightfoot and Frost 2015, McLeod 2015, and Waters and Payler 2015. By valuing educators as opposed to 'focusing on outcomes' there emerges the possibility of developing professionals who are likely to make a difference to the lives of children and their families (Lightfoot and Frost 2015, 415).…”

Section: Research Contextmentioning

confidence: 99%

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Early years educators’ perceptions of professional development in England: an exploratory study of policy and practice

Ingleby

2017

Professional Development in Education

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This article explores the perceptions of professional development that are held by a selection of early years educators who have experience of working in statutory and private early years settings in the north of England. The research participants (n=20) reflected on their experiences of professional development in early years. The research process is based on a qualitative inductive methodology. The interview transcripts from these participants were processed using NVivo 10 software and thematic analysis helped generate the key findings. The participants perceive the business-facing agenda of private settings (the need to make money) results in professional development becoming a 'low priority'. All the participants expressed reservations about completing professional development in early years. The research findings have been developed via a theoretical background of literacy as social practice. The 'texts' informing professional development (policy documents and their recommendations) result in CPD (Continuing Professional Development) 'events' and 'activities'. The research explores the personal subjective experiences (or 'practices') of CPD experienced by the participants and considers the implications for professional development in this area.

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The professional identity of early years educators in England: implications for a transformative approach to continuing professional development

Cited by 6 publications

References 0 publications

Teachers’ Evaluation of the Pedagogical Activity of Teaching Assistants in a Kindergarten

Teachers’ Evaluation of the Pedagogical Activity of Teaching Assistants in a Kindergarten

A socio-constructivist approach to developing a professional learning intervention for early childhood education and care practitioners in Wales

Early years educators’ perceptions of professional development in England: an exploratory study of policy and practice

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