Facilitating cultures of reflection through professional development for sustainable advancement in ECEC: Insights from a series of Initiatives in Denmark

TY - CHAP

T1 - Facilitating cultures of reflection through professional development for sustainable advancement in ECEC

T2 - Insights from a series of Initiatives in Denmark

AU - Jensen, Bente

AU - Walker, Roderick Peter

PY - 2023/10

Y1 - 2023/10

N2 - This chapter focuses on the attainment of high-quality Early Childhood Education and Care (ECEC) provision through professional development (PD) facilitated in learning communities, with a basis in principles of organizational learning informed by social learning theory. To draw a picture of participatory PD we explore approaches in extant literature and in a progressive series of research projects in Denmark. This identifies what characterizes PD from a participatory and democratic perspective that can lead to the development of work practices, thereby strengthening children’s life prospects. A key element is found to be supporting cultures of reflection, shifting focus from the provision of individual qualifications to the transformation of collective practices through the establishment of shared understandings and meanings guiding them. This depicts a process where practitioners acquire new knowledge through reflection in and on practice, analyze the implications of these insights, and apply them to develop work-related practices, encouraging engagement with new approaches in their workplace. Furthermore, the chapter considers PD from a sustainability perspective, where ongoing improvements in professional practices, children’s development potential as well as the economic viability of initiatives are key aspects.

AB - This chapter focuses on the attainment of high-quality Early Childhood Education and Care (ECEC) provision through professional development (PD) facilitated in learning communities, with a basis in principles of organizational learning informed by social learning theory. To draw a picture of participatory PD we explore approaches in extant literature and in a progressive series of research projects in Denmark. This identifies what characterizes PD from a participatory and democratic perspective that can lead to the development of work practices, thereby strengthening children’s life prospects. A key element is found to be supporting cultures of reflection, shifting focus from the provision of individual qualifications to the transformation of collective practices through the establishment of shared understandings and meanings guiding them. This depicts a process where practitioners acquire new knowledge through reflection in and on practice, analyze the implications of these insights, and apply them to develop work-related practices, encouraging engagement with new approaches in their workplace. Furthermore, the chapter considers PD from a sustainability perspective, where ongoing improvements in professional practices, children’s development potential as well as the economic viability of initiatives are key aspects.

KW - social inequality

KW - improve lifechances

KW - Practicebased learning

KW - intervention

KW - effect studies

U2 - 10.1007/978-3-031-39419-5_12

DO - 10.1007/978-3-031-39419-5_12

M3 - Book chapter

SN - 978-3-031-39418-8

T3 - International perspectives on early childhood education and development

SP - 195

EP - 220

BT - Quality in Early Childhood Education and Care through Leadership, Organizational and Professional Learning.

A2 - Hansen, Line

A2 - Ringsmose, Charlotte

PB - Springer

CY - Cham

ER -