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

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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
OriginalsprogEngelsk
TidsskriftEuropean Early Childhood Education Research Journal
Vol/bind29
NummerIssue 6
ISSN1350-293X
StatusE-pub ahead of print - 23 feb. 2021

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