State-Sponsored Professional Development for Early Childhood Educators: Who Participates and Associated Implications for Future Offerings

Autor/inn/en	Weber-Mayrer, Melissa M.; Piasta, Shayne B.; Yeager Pelatti, Christina
Titel	State-Sponsored Professional Development for Early Childhood Educators: Who Participates and Associated Implications for Future Offerings
Quelle	In: Journal of Early Childhood Teacher Education, 36 (2015) 1, S.44-60 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1090-1027
DOI	10.1080/10901027.2014.996927
Schlagwörter	Early Childhood Education; State Programs; Faculty Development; Preschool Teachers; Teacher Participation; Teacher Characteristics; Teacher Background; Teacher Qualifications; Knowledge Level; Teaching Experience; Adult Learning; Learning Theories; Educational Improvement; Improvement Programs; Learning Experience; Statistical Data; Cohort Analysis; Knowledge Base for Teaching; Program Content; Program Design; Teacher Recruitment; Questionnaires; Beliefs; Ohio; Early Childhood Longitudinal Survey + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Regierungsprogramm; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Lehrqualifikation; Wissensbasis; Adulte education; Adult training; Erwachsenenbildung; Learning theory; Lerntheorie; Teaching improvement; Unterrichtsentwicklung; Effizienzsteigerung; Lernerfahrung; Kohortenanalyse; Teaching theory; Theory of teaching; Unterrichtstheorie; Programmgestaltung; Programme design; Programmaufbau; Programmplanung; Lehrerrekrutierung; Fragebogen; Belief; Glaube
Abstract	Professional development (PD) for early childhood educators has received increased attention as a means of bolstering young children's learning and development. Theory and research indicate that educators' characteristics play roles in both their own learning and that of children; however, little research has explored who participates in PD. This study provides an in-depth description of the backgrounds and qualifications, positions and settings, knowledge, and beliefs of educators participating in PD offerings. These educator characteristics have been identified as important factors in adult learning theory with implications for the design, implementation, and evaluation of adult learning. Descriptive analysis revealed considerable variability in many of these characteristics. Findings yield practical implications for the design of future large-scale PD efforts in terms of format, content, and marketing. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2021/2/06