Challenges in continuing professional development on inclusion in early years in Spain

Abstract

Through a school case study, this research identifies the macro- and micro-elements that influence the continuing professional development of nursery staff in a Spanish educational setting. Organizational theories are employed to highlight the professional learning experienced by nursery staff through types of learning (formal, informal, and non-formal) and organizational learning analysis (single, double, and triple loops of learning). Qualitative data was collected through unstructured interviews, observations, and document analysis and was gathered in two sessions of three months during one academic year. This study focuses on voices from the learning communities in one early year's classroom in a state school located in Andalusia, in the south of Spain. Twelve early years staffers—including teachers, teaching assistants, managerial team, and external professionals—and six parents and 24 children were observed, including two children diagnosed with special education needs (SEN). This case study shows that a dearth of essential elements such as communication and responsibility networks, a non-permeable system, and resource management policies result in a lack of capability to offer professional development to nursery staff to meet children's educational needs.