Guidelines for Selecting Professional Development for Early Childhood Teachers

Autor/inn/en	Schachter, Rachel E.; Gerde, Hope K.; Hatton-Bowers, Holly
Titel	Guidelines for Selecting Professional Development for Early Childhood Teachers
Quelle	In: Early Childhood Education Journal, 47 (2019) 4, S.395-408 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Schachter, Rachel E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-3301
DOI	10.1007/s10643-019-00942-8
Schlagwörter	Guidelines; Early Childhood Education; Faculty Development; Child Development; Teacher Student Relationship; Preschool Teachers; Preschool Children; Educational Quality; Learning Processes; Educational Needs; Program Development; Communities of Practice; Teaching Methods; Outcomes of Education + Suchen Sie Ihr Suchwort? Richtlinien; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Kindesentwicklung; Teacher student relationships; Lehrer-Schüler-Beziehung; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Quality of education; Bildungsqualität; Learning process; Lernprozess; Educational need; Bildungsbedarf; Programmplanung; Community; Teaching method; Lehrmethode; Unterrichtsmethode; Lernleistung; Schulerfolg
Abstract	Engaging teachers of young children in effective in-service professional development is a critical component of establishing high quality early childhood education. However, not all professional development offerings are effective in imparting new knowledge, enhancing teacher practice, or improving child outcomes, making it difficult for teachers and directors to select professional development that will benefit their centers. This paper critically reviews the research literature on professional development for early childhood education to identify what features of professional development make a difference for teacher interactions and children's learning and development. Guidance is provided for selecting professional development opportunities which meet the needs of children and teachers. Recommendations for how to create an ongoing professional development program within an early childhood center by creating a professional learning community are also made. Such an approach supports the center to become a place that values learning and continued education for all professionals. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01