Supporting self-organised professional development in the Japanese context through the Early Childhood Education Quality (ECEQ) initiative-Reference-Cited by-同舟云学术

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Supporting self-organised professional development in the Japanese context through the Early Childhood Education Quality (ECEQ) initiative

Published:2022-01-01 Issue:1 Volume:42 Page:71-87
ISSN:0957-5146
Container-title:Early Years
language:en
Short-container-title:Early Years

Author:

Yodogawa Yumi¹,Nozawa Sachiko²,Akita Kiyomi³⁴

Affiliation:

1. Faculty of Education, Chiba University, Chiba, Japan

2. Center for Early Childhood Development, Education and Policy Research (CEDEP), Faculty of Education, The University of Tokyo, Tokyo, Japan

3. Faculty of Letters, Gakushuin University, Tokyo, Japan

4. Faculty of Education, The University of Tokyo, Tokyo, Japan

Funder

funding

Publisher

Informa UK Limited

Subject

Developmental and Educational Psychology,Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/09575146.2021.2017858

Reference22 articles.

1. What do teachers need? Practitioners' perspectives on early childhood professional development

2. Continuing professional development in early childhood education in New Zealand

3. Collaborative professional learning: contributing to the growth of leadership, professional identity and professionalism

Cited by 1 articles. 订阅此论文施引文献订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献

1. Examining Teachers’ Use of Dialogic Reading Strategies Following A Multiple Component Professional Development Intervention;Early Childhood Education Journal;2023-07-06

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