A Productive System of Early Years Professional Development

Autor/in	Hordern, Jim
Titel	A Productive System of Early Years Professional Development
Quelle	In: Early Years: An International Journal of Research and Development, 33 (2013) 2, S.106-118 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-5146
DOI	10.1080/09575146.2012.744958
Schlagwörter	Foreign Countries; Context Effect; Professional Development; Early Childhood Education; Workplace Learning; Labor Force; Preschool Teachers; Elementary School Teachers; Teacher Qualifications; Educational History; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Labour force; Arbeitskraft; Erwerbsbevölkerung; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrqualifikation; History of education; Bildungsgeschichte
Abstract	This paper uses the concept of the productive system to identify some of the tensions between the stages of professional development of early years practitioners and the relationships between the various actors within the system of professional formation in England. In the context of the recommendations of the Nutbrown Review a series of challenges facing early years professionalism and the design and delivery of continuous professional development (CPD) are discussed. These include issues that relate to the predominance of external influence on the nature of early years professional knowledge, the significance of the early years setting in supporting practitioner learning and influences on workplace learning processes. Some strategies for strengthening practitioner influence over the productive system are briefly outlined, which relate specifically to how practitioners engage with the challenge of how CPD is organised and located as part of an early years professional identity. (Contains 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10