Abstract
| Original language | English |
|---|---|
| Pages (from-to) | 1-15 |
| Journal | Professional Development in Education |
| Early online date | 7 Jun 2017 |
| DOIs | |
| Publication status | E-pub ahead of print - 7 Jun 2017 |
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Evidence of quality professional development : a study in childhood practice. / Dunn, Brenda ; McDonald, Catriona ; Johnson, Dorothy.
In: Professional Development in Education, 07.06.2017, p. 1-15.Research output: Contribution to journal › Article
TY - JOUR
T1 - Evidence of quality professional development
T2 - a study in childhood practice
AU - Dunn, Brenda
AU - McDonald, Catriona
AU - Johnson, Dorothy
N1 - 18 months embargo
PY - 2017/6/7
Y1 - 2017/6/7
N2 - The study examined the contribution of the BA Childhood Practice work-based degree to professional and personal development, including leadership skills, analysed in relation to relevant models of professional development. It drew upon evidence from three university providers, from research assignments, subsequent questionnaires and interviews with students. A phenomenographical approach was used to identify the perceptions of learning and affective experiences. In discussing the nature of professional development, the paper draws on theoretical frameworks and the Standard for Childhood Practice. Findings revealed that characteristics identified in these models were evident in the degree, the most influential being knowledge and understanding, critical awareness, and changes to values and beliefs. These aspects promoted leadership and quality and underpinned increased self-confidence. The main issue that emerged was the significance of a work-based model which promotes the development of higher level skills; this is relevant across professions.
AB - The study examined the contribution of the BA Childhood Practice work-based degree to professional and personal development, including leadership skills, analysed in relation to relevant models of professional development. It drew upon evidence from three university providers, from research assignments, subsequent questionnaires and interviews with students. A phenomenographical approach was used to identify the perceptions of learning and affective experiences. In discussing the nature of professional development, the paper draws on theoretical frameworks and the Standard for Childhood Practice. Findings revealed that characteristics identified in these models were evident in the degree, the most influential being knowledge and understanding, critical awareness, and changes to values and beliefs. These aspects promoted leadership and quality and underpinned increased self-confidence. The main issue that emerged was the significance of a work-based model which promotes the development of higher level skills; this is relevant across professions.
U2 - 10.1080/19415257.2017.1331933
DO - 10.1080/19415257.2017.1331933
M3 - Article
SP - 1
EP - 15
JO - Professional Development in Education
JF - Professional Development in Education
SN - 1941-5257
ER -