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Learning in, and from, practice-based professional development initiatives in ECEC: a research agenda in Denmark.

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Title: Learning in, and from, practice-based professional development initiatives in ECEC: a research agenda in Denmark.
Authors: Jensen, Bente1 bj@edu.au.dk, Walker, Roddy1
Source: European Early Childhood Education Research Journal. Dec 2021, Vol. 29 Issue 6, p942-958. 17p. 1 Diagram.
Subject Terms: *Early childhood education, *Career development, *Organizational learning, *Collaborative learning, *Child development
Abstract: Quality in early-childhood education and care is a decisive element in children's development and learning, with professional standards of practitioners a critical element in ensuring quality provision. An on-going research project into professional development (PD) initiatives for ECEC practitioners in Denmark focuses on a practice-based initiative engaging with the Abecedarian Approach to adult–child interactions. This considers the facilitation of collaborative learning, as well as how the influence of such initiatives may be studied. A mixed-method's pilot study shows an innovative implementation framework inspired by principles of organisational learning, coupled with content from Abecedarian, encouraged practitioners' reflection on and in specific work practices. Insights from the pilot inform the on-going research agenda, in the design of a model for sustainable practice-based PD geared towards improving the quality of ECEC provision, enabling further contemplation on how to support and study practice-based collaborative learning processes. [ABSTRACT FROM AUTHOR]
Copyright of European Early Childhood Education Research Journal is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Learning in, and from, practice-based professional development initiatives in ECEC: a research agenda in Denmark.
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  Data: <searchLink fieldCode="AR" term="%22Jensen%2C+Bente%22">Jensen, Bente</searchLink><relatesTo>1</relatesTo><i> bj@edu.au.dk</i><br /><searchLink fieldCode="AR" term="%22Walker%2C+Roddy%22">Walker, Roddy</searchLink><relatesTo>1</relatesTo>
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  Data: <searchLink fieldCode="JN" term="%22European+Early+Childhood+Education+Research+Journal%22">European Early Childhood Education Research Journal</searchLink>. Dec 2021, Vol. 29 Issue 6, p942-958. 17p. 1 Diagram.
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  Data: *<searchLink fieldCode="DE" term="%22Early+childhood+education%22">Early childhood education</searchLink><br />*<searchLink fieldCode="DE" term="%22Career+development%22">Career development</searchLink><br />*<searchLink fieldCode="DE" term="%22Organizational+learning%22">Organizational learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Collaborative+learning%22">Collaborative learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Child+development%22">Child development</searchLink>
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  Data: Quality in early-childhood education and care is a decisive element in children's development and learning, with professional standards of practitioners a critical element in ensuring quality provision. An on-going research project into professional development (PD) initiatives for ECEC practitioners in Denmark focuses on a practice-based initiative engaging with the Abecedarian Approach to adult–child interactions. This considers the facilitation of collaborative learning, as well as how the influence of such initiatives may be studied. A mixed-method's pilot study shows an innovative implementation framework inspired by principles of organisational learning, coupled with content from Abecedarian, encouraged practitioners' reflection on and in specific work practices. Insights from the pilot inform the on-going research agenda, in the design of a model for sustainable practice-based PD geared towards improving the quality of ECEC provision, enabling further contemplation on how to support and study practice-based collaborative learning processes. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of European Early Childhood Education Research Journal is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/1350293X.2021.1900310
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        Text: English
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      – SubjectFull: Organizational learning
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      – SubjectFull: Collaborative learning
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              Text: Dec 2021
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