The manifestation of practice-based continuous professional development in Ecec
Qualitative insights from an Abecedarian initiative in Denmark
Bibliographic Data
| ID | 21686003 |
|---|---|
| Authors | Roddy Walker (0000-0002-0838-0672, Aarhus University, corresponding author), Bente Jensen (0000-0002-0352-4868, Aarhus University) |
| Year | 2024 |
| Volume | 32 |
| Issue | 2 |
| Pages | 248-265 |
| Publication date | 2024-03-03 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | European Early Childhood Education Research Journal (JOURNAL) |
| Journal identifiers | ISSN: 1350-293X • E-ISSN: 1752-1807 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/1350293x.2023.2248426 |
| OpenAlex | W4386255180 |
| Language | EN |
| Citations received | 1 |
| References cited | 30 |
The potential for professional development initiatives to improve quality in ECEC is an area of increasing international interest. This article presents insights from an ethnography into the manifestation of a two-year practice-based continuous professional development initiative (Educational Quality in Daycare: EQD) informed by the Abecedarian approach to adult–child interactions, involving nine municipalities across Denmark. Detailed qualitative data draws attention to factors influencing learning processes, closely following the participation of three municipalities within the initiative. This highlights implications of their organisation of this participation for practitioners’ engagement, where the levels of managerial support available, the establishment of propitious cultures of reflection and the development of professional practices and identities are found to be closely linked. The article contributes to existing literature by considering the implications of the situated organisation of systemic practice-based continuous professional development initiatives, emphasising the importance of attention to facilitation of cultures of reflection
Early childhood education · Faculty Development · Mathematics education · Pedagogy · Preschool education · Professional development · Qualitative research · Social science · Sociology · Educational and Psychological Assessments · Innovative Education and Learning Practices · Psychology · Teacher Education and Leadership Studies
Communities of Practice
Best Practices in Teachers’ Professional Development in the United States
A review of research on the impact of professional learning communities on teaching practice and student learning
The Technology of Skill Formation
Ethnography in/of the World System
Learning in, and from, practice-based professional development initiatives in Ecec
Possibilities and challenges in sustained capacity-building in early childhood education and care (Ecec) institutions
Domains of quality in early childhood education and care
The Site of the Social
Associations between structural quality aspects and process quality in Dutch early childhood education and care settings
A meta-analysis and systematic review of the associations between professional development of early childhood educators and children's outcomes
The role of professional exchange in improving language-related process quality in daycare centres
Adult outcomes as a function of an early childhood educational program
Cognitive and School Outcomes for High-Risk African-American Students at Middle Adolescence
Situated Learning
| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2026 - 2026 (1) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 1 |