Training Needs and Online Learning Preferences of Early Childhood Professionals

Autor/inn/en	Barnes, Jenna K.; Guin, Autumn; Allen, Kim
Titel	Training Needs and Online Learning Preferences of Early Childhood Professionals
Quelle	In: Journal of Early Childhood Teacher Education, 39 (2018) 2, S.114-130 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1090-1027
DOI	10.1080/10901027.2017.1347909
Schlagwörter	Preschool Teachers; Early Childhood Education; Faculty Development; Educational Quality; Online Courses; Teacher Attitudes; Preferences; Course Content; Educational Technology; Technology Uses in Education; Focus Groups; Educational Needs; Classroom Techniques; Curriculum; Parent Teacher Cooperation; Synchronous Communication; Asynchronous Communication; North Carolina + Suchen Sie Ihr Suchwort? Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Quality of education; Bildungsqualität; Online course; Online-Kurs; Lehrerverhalten; Kursprogramm; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Educational need; Bildungsbedarf; Klassenführung; Curricula; Lehrplan; Rahmenplan; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung
Abstract	Providing early childhood professionals with professional development opportunities to enhance their skills and knowledge can improve quality of care. For professional development to be valued by the early childhood workforce, it is essential to offer meaningful content that accommodates the needs of the learner. With an increasing demand for quality professional development, as well as the expansion of online learning opportunities, this qualitative study explores the opinions of 14 North Carolina early childhood professionals regarding their professional development training needs and online learning preferences. Training content needs, experiences with online learning, and recommendations for training development are discussed. This study has implications for professional development creators and trainers for advancing the education and growth of the early childhood workforce. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01