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Supporting teachers’ practice through professional learning and development: What’s happening in New Zealand early childhood education?
Australasian Journal of Early Childhood ( IF 1.238 ) Pub Date : 2020-12-13 , DOI: 10.1177/1836939120979063
Linda Clarke 1 , Tara McLaughlin 1 , Karyn Aspden 1 , Tracy Riley 1
Affiliation  

Early childhood teachers’ professional learning and development (PLD) is a significant factor in the provision of quality early childhood education (ECE), yet gaining a full picture of PLD in the New Zealand ECE context is problematic. Information about government-funded PLD programmes is available through evaluations, however, teachers access PLD from a range of providers, many of whom are not government-funded, nor subject to regular monitoring for quality. Teachers’ reports, therefore, represent important sources of insight into PLD. We surveyed New Zealand early childhood teachers about their experiences of PLD, including topics, delivery, and facilitation. We analysed 345 responses. Workshops were the most commonly experienced PLD model. Many respondents had also experienced job-embedded support, but may not have experienced the types of facilitation strategies likely to prompt shifts in teaching practice. This article reports the survey results, examines implications and discusses features of PLD that support shifts in teaching practice.



中文翻译:

通过专业的学习和发展来支持教师的实践:新西兰幼儿教育发生了什么?

幼儿教师的专业学习与发展(PLD)是提供优质幼儿教育(ECE)的重要因素,但是要在新西兰ECE的背景下全面了解PLD则存在问题。可以通过评估获得有关政府资助的PLD计划的信息,但是,教师可以从一系列提供商那里访问PLD,其中许多提供商不是政府资助的,也不接受定期的质量监控。因此,教师报告是了解PLD的重要来源。我们对新西兰幼儿教师的PLD经历进行了调查,包括主题,交付方式和便利化。我们分析了345个响应。讲习班是最常使用的PLD模型。许多受访者还获得了工作支持,但可能没有经历过可能会促使教学实践发生转变的简化策略类型。本文报告了调查结果,研究了影响,并讨论了支持教学实践转变的PLD功能。

更新日期:2020-12-23
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