Evaluating New Zealand early childhood education professional development: access, barriers and effectiveness Cherrington, Sue Wansbrough, Deborah 10.4225/03/5821083151c43 https://bridges.monash.edu/articles/journal_contribution/Evaluating_New_Zealand_early_childhood_education_professional_development_access_barriers_and_effectiveness/4213749 Pathways to the Future: Nga Huarahi Arataki, the ten year strategic plan for early childhood education (ECE) in New Zealand, identified reviewing the delivery of professional development as one strategy for 'promoting the effective delivery of Te Whariki' (Ministry of Education, 2002, p. 15) within the overall goal of improving quality within ECE services. This paper reports on aspects of a national evaluation of ECE professional development undertaken for the Ministry of Education in 2005-06. The paper describes the multi-method approach taken, and highlights findings in two key areas: issues around access to professional development and barriers to practitioners engaging in PD, and the effectiveness of professional development programmes in supporting and sustaining shifts in pedagogical practices underpinned by Te Whariki.<div><br></div><div>International Research in Early Childhood Education, vol. 1, no. 2, p. 29-41</div> 2016-11-07 23:03:10 monash:131018 1959.1/1048447 Professional development Early childhood Evaluation Pedagogical practices collection(s) Monash University Faculty of Education papers collection(s) IRECE Journal text journal article 1838-0689 Early Childhood Education (excl. Maori) Teacher Education and Professional Development of Educators Curriculum and Pedagogy Theory and Development