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Authors
Advisor(s)
Abstract(s)
This paper aims to describe and analyse a case study on professional development
that was centred on the Effective Early Learning (EEL) Programme. This
process was a part of a larger dissemination project of the EEL programme
nationwide, designed to train specialised facilitators at a local level who could,
in turn, support the professional development of their peers. From a theoretical
stance, it focuses on a democratic and participatory approach to the evaluation
and development of quality in ECEC contexts. The study involved the participation
of 12 pre-school teachers and a specialised trainer. Results show perceived
effects of the process of staff development on professional learning at the level
of observation skills, reflection-on-action and critical insertion. Also, the participants
recognised that experimentation in practice contexts and shared reflection
were the most meaningful and facilitative strategies in their learning.
Description
Keywords
Evaluation and development of quality Effective Early Learning Programme Participatory frameworks Professional development
Pedagogical Context
Citation
Publisher
Taylor & Francis