Reaching Consensus on a Definition of Professional Development for the Early Childhood Field-Reference-Cited by-同舟云学术

Reaching Consensus on a Definition of Professional Development for the Early Childhood Field

Published:2009-02 Issue:4 Volume:28 Page:235-243
ISSN:0271-1214
Container-title:Topics in Early Childhood Special Education
language:en
Short-container-title:Topics in Early Childhood Special Education

Author:

Buysse Virginia¹,Winton Pamela J.²,Rous Beth³

Affiliation:

1. University of North Carolina at Chapel Hill,

2. University of North Carolina at Chapel Hill

3. University of Kentucky

Abstract

Reaching consensus on the meaning of professional development is needed to integrate professional development across various sectors of the early childhood field, distinguish various professional development approaches, match learning opportunities to learner characteristics, and evaluate its effects on professional practices and child and family outcomes. This article proposes a definition and conceptual framework for professional development across all sectors of early childhood and describes methods used to validate them. A case example illustrates how the definition and framework can be used to organize and plan professional development. Future directions for how a shared definition could move the field closer to a shared vision for planning, implementing, and evaluating professional development are discussed.

Publisher

SAGE Publications

Subject

Public Health, Environmental and Occupational Health,Education

Link

http://journals.sagepub.com/doi/pdf/10.1177/0271121408328173

Reference15 articles.

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2. Evidence-Based Practice

3. Cochran-Smith, M. & Zeichner, K. (2005). Executive summary. In M. Cochran-Smith & K. M. Zeichner (Eds.), Studying teacher education: The report of the AERA Panel on Research and Teacher Education (pp. 1-36). Mahwah, NJ: Lawrence Erlbaum.

4. Dinnebeil, L., Buysse, V., Rush, D. & Eggbeer, L. (2008). Becoming effective collaborators and change agents . In P. J. Winton, J. McCollum, & C. Catlett (Eds.), Practical approaches to early childhood professional development: Evidence, strategies, and resources (pp. 227-245). Washington, DC: Zero to Three.

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