How Does Innovative Continuous Professional Development (CPD) Operate in the ECEC Sector? Insights from a Cross-Analysis of Cases in Denmark, Italy and Poland

Autor/inn/en	Bove, Chiara; Jensen, Bente; Wyslowska, Olga; Iannone, Rosa Lisa; Mantovani, Susanna; Karwowska-Struczyk, Malgorzata
Titel	How Does Innovative Continuous Professional Development (CPD) Operate in the ECEC Sector? Insights from a Cross-Analysis of Cases in Denmark, Italy and Poland
Quelle	In: European Journal of Education, 53 (2018) 1, S.34-45 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-8211
DOI	10.1111/ejed.12262
Schlagwörter	Cross Cultural Studies; Professional Continuing Education; Institutional Cooperation; Early Childhood Education; Case Studies; Preschool Teachers; Child Caregivers; Educational Innovation; Foreign Countries; Learning Processes; Theory Practice Relationship; Sustainability; Measurement; Observation; Teamwork; Reflection; Work Environment; Leadership Role; Administrator Role; Networks; Educational Research; Comparative Analysis; Denmark; Italy; Poland + Suchen Sie Ihr Suchwort? Cultural comparison; Kulturvergleich; Berufsfeldbezogener Unterricht; Weiterbildung; Institute; Co-operation; Cooperation; Institut; Kooperation; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Case study; Fallstudie; Case Study; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Caregiver; Caregivers; Carer; Child; Children; Kinderbetreuung; Instructional innovation; Bildungsinnovation; Ausland; Learning process; Lernprozess; Theorie-Praxis-Beziehung; Nachhaltigkeit; Messverfahren; Beobachtung; Arbeitsmilieu; Bildungsforschung; Pädagogische Forschung; Dänemark; Italien; Polen
Abstract	This article offers insights into what characterises innovative continuous professional development (CPD) in the field of early childhood education and care (ECEC) by analysing similarities and differences from case studies of exemplary approaches to innovative CPD in Denmark, Italy and Poland. The comparative analysis focuses on four features that are particularly relevant for innovation in CPD in the field of ECEC: the social dimension of innovation as a strengthening component; the benefit of dynamic learning processes aimed at integrating theory and practice; the role of key figures in the quality of CPD; and measurements of CPD impact, outcomes and sustainability. This analysis sheds light on the effects of dynamic factors (e.g., regular team-based reflection sessions based on documentation and observation), the importance of work conditions (e.g., contractual obligations to provide time for reflection), the critical role of pedagogical leaders (coordinators, principals and head teachers, supervisors), the importance of inter-organisational networking at a local level and the facilitating role of collaboration with research institutes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01