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Direct linkBove, Chiara; Jensen, Bente; Wyslowska, Olga; Iannone, Rosa Lisa; Mantovani, Susanna; Karwowska-Struczyk, Malgorzata – European Journal of Education, 2018
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…
Descriptors: Cross Cultural Studies, Professional Continuing Education, Institutional Cooperation, Early Childhood Education
Chan, Wai Ling – Teacher Development, 2016
This study examines the discrepancy between teachers' beliefs and practices in Hong Kong kindergartens and the factors that influence this discrepancy. Three kindergartens, considered by the Hong Kong Education Bureau to be of varying quality, were chosen from different areas of Hong Kong. Questionnaires about teaching beliefs were administered to…
Descriptors: Foreign Countries, Kindergarten, Beliefs, Educational Practices
Lazzari, Arianna; Picchio, Mariacristina; Musatti, Tullia – Early Years: An International Journal of Research and Development, 2013
There is a broad consensus in international debates that the quality of early childhood education and care (ECEC) services is inextricably linked to the professionalisation of its workforce. In particular, the importance of providing ECEC practitioners with continuing professional development (CPD) opportunities has been increasingly recognised in…
Descriptors: Early Childhood Education, Preschool Teachers, Educational Quality, Professional Continuing Education
Download full textJayaraman, Gayatri; Knoche, Lisa; Marvin, Christine; Bainter, Sue – Nebraska Center for Research on Children, Youth, Families and Schools, 2014
The Nebraska Early Childhood Coach (ECC) training was a 3 day (8 hours) professional development event sponsored by the Nebraska Department of Education, Office of Child Development in 2009-2010. Sixty-five early childhood teachers and related service providers participated for the purpose of learning the basic principles and behaviors associated…
Descriptors: Early Childhood Education, Coaching (Performance), Program Implementation, Program Effectiveness
Lee, Youngju; Kinzie, Mable B.; Whittaker, Jessica Vick – Teaching and Teacher Education: An International Journal of Research and Studies, 2012
We examined the effects of teacher supports in enhancing teachers' open-ended questioning in pre-k activities. The blended teacher supports included online video demonstrations of questioning techniques and companion workshop activities. Twenty-five teachers received the blended supports while the control group did not. The data consisted of…
Descriptors: Video Technology, Control Groups, Sentences, Science Activities
Fairfield, Robin – ProQuest LLC, 2011
Early childhood education teachers have been challenged with the demands for accountability in literacy and English language development, as well as kindergarten readiness skills of preschool children. Researchers have studied professional learning communities (PLCs) as a framework for professional development and student achievement. However, few…
Descriptors: Video Technology, Early Childhood Education, Preschool Children, Preschool Teachers
Howe, Nina; Jacobs, Ellen; Vukelich, Goranka; Recchia, Holly – Alberta Journal of Educational Research, 2011
The purpose of this study was to assess three methods of delivering in-service professional development regarding constructivist curriculum for early childhood educators. Educators in 44 not-for-profit child care centres in three Canadian cities were studied; 94 educators with formal preservice training participated. The three methods were (a) a…
Descriptors: Foreign Countries, Constructivism (Learning), Rating Scales, Child Care
Minuskin, Sondra – ProQuest LLC, 2009
The purpose of this study was to determine the effects of professional development on the knowledge and classroom practices of teachers of science in kindergarten through Grade 5. These teachers, trained to be generalists in the content areas, were strongly prepared in pedagogical practices, reading skills, basic language arts, and mathematics…
Descriptors: Elementary School Science, Intervention, Kindergarten, Science Teachers
