"The Learning Never Stops": Lessons from Military Child Development Centers for Teacher Professional Development Policy

Autor/in	Ackerman, Debra J.
Titel	"The Learning Never Stops": Lessons from Military Child Development Centers for Teacher Professional Development Policy
Quelle	In: Early Childhood Research & Practice, 9 (2007) 1, (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1524-5039
Schlagwörter	Early Childhood Education; Inservice Teacher Education; Professional Development; Educational Quality; Child Development Centers; Models; Armed Forces; Semi Structured Interviews; Caregiver Training; Student Educational Objectives; Learning Modules; Educational Policy; Governance; Fiscal Capacity + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Lehrerfortbildung; Quality of education; Bildungsqualität; Analogiemodell; Military; Militär; Learning module; Lernmodul; Politics of education; Bildungspolitik; Educational policy; Financing; Steuerung; Bildung; Erziehung; Finanzierung; Finanzmittel
Abstract	High-quality early care and education (ECE) relies on teacher training. However, state policies require that the ECE workforce attain only minimal preservice credentials, and the field needs more information about inservice professional development models that might effectively train teachers, no matter what their prior experience or education level. With the aim of addressing this policy context, this paper reports on the professional development provided to caregivers in the U.S. military's child development centers. The military model utilizes both a "one-size-fits-all" and constructivist approach and comprises four distinct phases. Each phase is provided or coordinated by an onsite Training and Curriculum Specialist and takes place within a broader context of support. By describing the components contributing to the military model, this paper highlights the many interrelated inputs that may be essential aspects of an ECE teacher professional development system, thus also offering lessons for policy makers who wish to upgrade professional development policies as a means for improving ECE program quality. (As Provided).
Anmerkungen	Clearinghouse on Early Education and Parenting, University of Illinois at Urbana-Champaign. 51 Gerty Drive, Champaign, IL 61820. Tel: 877-275-3227; Tel: 217-333-1386; Fax: 217-244-7732; e-mail: ecrp@uiuc.edu; Web site: http://ecrp.uiuc.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01