Professional Development Opportunities for Early Years Teachers Using Social Media: The Case of England and Turkey

Autor/inn/en	Mart, Mehmet; Campbell-Barr, Verity
Titel	Professional Development Opportunities for Early Years Teachers Using Social Media: The Case of England and Turkey
Quelle	In: Education 3-13, 49 (2021) 4, S.448-463 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mart, Mehmet) ORCID (Campbell-Barr, Verity)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4279
DOI	10.1080/03004279.2020.1734041
Schlagwörter	Foreign Countries; Faculty Development; Cultural Differences; Child Caregivers; Preschool Teachers; Preschool Education; Outdoor Education; Experiential Learning; Social Media; Turkey; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Kultureller Unterschied; Caregiver; Caregivers; Carer; Child; Children; Kinderbetreuung; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Freiluftunterricht; Experiental learning; Erfahrungsorientiertes Lernen; Soziale Medien; Türkei
Abstract	Professional development is a key skill for all teachers and needs to be promoted. However, there are quite different practices within countries because of different qualification requirements [Moss, P., G. Dahlberg, S. Grieshaber, S. Mantovani, H. May, A. Pence, S. Rayna, P. Oberhuemer, I. Schreyer, and M. Neuman. 2010. "Professionals in Early Childhood Education and Care Systems: European Profiles and Perspectives." Opladen: Barbra Budich Publishers]. To decrease the practical gap between the countries, early years teachers in one developing and one developed country have been chosen to use social media as a way of interacting with each other and furthering their professional development. Kolb's Experiential Learning Model has been adapted as a theoretical underpinning for the research. To identify the impact of the model, interviews and observations have been used to collect data. Findings show that there have been positive outcomes that support professional development for the participating teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01