Effective professional development is critical for improving implementation of evidence-based practices (EBPs) in special education. The present systematic review sought to gather evidence exploring the effects and key components of in-service special education teacher training in EBPs. This review identifies six essential components of training…

Nowadays, teacher professionalization has been upgrading and the status, training and working conditions of teachers have received a great deal of interest for sustainable education. It is recognized that if teachers are equipped with adequate professional knowledge and personal practical knowledge, they will become active curriculum planners at…

A model for designing and implementing evidence-­based in­-service professional development in early childhood intervention as well as the key features of the model are described. The key features include professional development specialist (PDS) description and demonstration of an intervention practice, active and authentic job-­embedded…

The increasing enrollment of children with disabilities and developmental delays in inclusive settings requires reconsiderations of the scope and depth of early childhood professional development. In this study, a phenomenological research design was used to gain the perspectives of 13 parents and child care providers about their participation in…

Classroom management is a challenge for beginning teachers. To address this challenge, a model to provide support for beginning teachers was developed, consisting of a one-day workshop on classroom management, followed with online support extending over eight weeks. Specific classroom management strategies included (a) developing a foundation…

In this article, we describe a conceptual framework for in-service professional development--the Whole Teacher approach. A significant departure from the traditional approach to professional development that speaks primarily to teachers' acquisition of knowledge and skills, the Whole Teacher framework emphasizes promoting all aspects of a…

The transition from kindergarten to primary school constitutes a significant point in children's development, entailing definitive effects on their personality and the formation of their behaviour, but also on their school performance. Innovative Educational Programmes constitute a nodal point for the development of cooperation among the…

In the Federal Republic of Germany, many efforts are currently under way to improve the quality of early childhood education. One starting point is the quality of the professional training of early childhood practitioners. However, discussions mainly refer to input factors, such as the training curricula or the formal level of training. Output…

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…

Educational process reflection (EPR) is a professional development model aimed at supporting preschool teachers reflecting on and changing their practice. A particular focus is on interaction between practitioners and children, and between the children themselves. In this article, I first describe the theoretical frameworks that helped shape EPR,…

Professional Development Schools (PDSs) emerged in the USA in the mid-1980s as a promising approach to simultaneously improving teacher education and the quality of education students receive in kindergarten through grade 12 (public) schools. This new form of school-university partnership enabled teacher educators to design new models for…