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

TY - JOUR

T1 - Learning in, and from, practice-based professional development in interventions in ECEC

T2 - a research agenda in Denmark

AU - Jensen, Bente

AU - Walker, Roderick Peter

PY - 2021/12/12

Y1 - 2021/12/12

N2 - 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 ongoing research project into professional development 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 methods pilot-study shows an innovative implementation framework inspired by principles of organisational learning, coupled with content from the Abecedarian, encouraged practitioners’ reflection on and in specific work practices. Insights from the pilot inform the ongoing research agenda, in the design of a model for sustainable practice-based professional development geared towards improving the quality of ECEC provision, enabling further contemplation on how to support and study practice-based collaborative learning processes

AB - 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 ongoing research project into professional development 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 methods pilot-study shows an innovative implementation framework inspired by principles of organisational learning, coupled with content from the Abecedarian, encouraged practitioners’ reflection on and in specific work practices. Insights from the pilot inform the ongoing research agenda, in the design of a model for sustainable practice-based professional development geared towards improving the quality of ECEC provision, enabling further contemplation on how to support and study practice-based collaborative learning processes

KW - : Practice–based professional development,

KW - organisational learning,

KW - Abecedarian Approach

KW - Early Childhood

KW - Organisatorisk læring

M3 - Journal article

SN - 1350-293X

VL - 29

JO - European Early Childhood Education Research Journal

JF - European Early Childhood Education Research Journal

IS - Issue 6

ER -