NDLI: What Do We Mean by Professional Development in the Early Childhood Field

Content Provider	Semantic Scholar
Author	Buysse, Virginia Rous, Beth S. Winton, Pamela J.
Copyright Year	2008
Abstract	A lmost everyone recognizes the importance of having an effective early childhood workforce in programs that serve young children and families. Less clear is how to ensure that all early childhood practitioners have the essential knowledge and skills they need to be effective. Increasingly, policy makers are turning to profes sional development as the solution to adequately preparing practitioners or helping them improve their instructional and intervention practices. This focus on effective practices is associated with the goal of improving child outcomes as part of the standards and accountability movement. However, strikingly little scientific research exists to indicate exactly what approaches to professional development are most likely to enhance practices. Perhaps even more unsettling is the realization that there is no agreed-upon definition of the term professional development in education or related fields.
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Alternate Webpage(s)	http://npdci.fpg.unc.edu/sites/npdci.fpg.unc.edu/files/resources/NPDCI_ProfessionalDevelopmentInEC_03-04-08_0.pdf
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Language	English
Access Restriction	Open
Content Type	Text
Resource Type	Article

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