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