The Professional Development of Early Years Educators

Herausgeber: Jones, Ken; Waters, Jane; Payler, Jane

• Broschiertes Buch

Produktbeschreibung

This book provides critical, international perspectives on the professional learning and development of early years educators, drawing on research into the policies and practice of early years settings. It was originally published as a special issue of the journal Professional Development in Education.

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Produktdetails

• Verlag: Taylor & Francis Ltd
• Seitenzahl: 298
• Erscheinungstermin: 18. Dezember 2019
• Englisch
• Abmessung: 246mm x 174mm x 16mm
• Gewicht: 512g
• ISBN-13: 9780367892104
• ISBN-10: 0367892103
• Artikelnr.: 58439029

Autorenporträt

Jane Waters is an Associate Professor and Assistant Dean (Research) in the Faculty of Education and Communities, University of Wales Trinity Saint David, UK. Her research interests lie in adult-child interactions in early years education, child participation and the interplay of space and culture in shaping educational experiences of young children. Jane Payler is Professor of Education (Early Years), Deputy Associate Dean (Scholarship) and Co-Director of the Children's Research Centre at the Open University, UK. Her research centres on early years professional and workforce development, interprofessional practice in the early years and children's participatory learning processes. Ken Jones is Managing Editor of Professional Development in Education and an Education Consultant working internationally in the fields of professional learning and development and school leadership. He is Professor Emeritus at the University of Wales Trinity Saint David, UK.

Inhaltsangabe

Foreword Introduction: The professional development of early years
educators - achieving systematic, sustainable and transformative change 1.
Professional development of the early childhood education teaching
workforce in the United States: an overview 2. Contemporary practice in
professional learning and development of early childhood educators in
Australia: reflections on what works and why 3. Implementing curriculum
reform: insights into how Australian early childhood directors view
professional development and learning 4. The role of motive objects in
early childhood teacher development concerning children's digital play and
play-based learning in early childhood curricula 5. Preschool teachers'
informal online professional development in relation to educational use of
tablets in Swedish preschools 6. Reflecting on reflection: improving
teachers' readiness to facilitate participatory learning with young
children 7. Do reflections on personal autobiography as captured in
narrated life-stories illuminate leadership development in the field of
early childhood? 8. Preschool teachers' insights about web-based
self-coaching versus on-site expert coaching 9. The nature of professional
learning communities in New Zealand early childhood education: an
exploratory study 10. 'Accept the change and enjoy the range': applications
of the Circles of Change methodology with professionals who support early
childhood educators 11. Head Start classroom teachers' and assistant
teachers' perceptions of professional development using a LEARN framework
12. Educators' expectations and aspirations around young children's
mathematical knowledge 13. 'The exchange of ideas was mutual, I have to
say': negotiating researcher and teacher 'roles' in an early years
educators' professional development programme on