Continuous professional development and ECEC quality: Findings from a European systematic literature review

Abstract

This article presents the findings of an analysis of the effects of CPDinitiatives on the quality of the pedagogical practices of ECEC practitioners. It is part of a larger study commissioned by Eurofound and jointly conducted by VBJK, IOE and PPMI (Eurofound, 2015). In order to draw policy-relevant information that might support decision makers in designing effective ECEC policies in their countries, the study reviewed existing research evidence published on this topic not only in English, but also in all the languages currently in use in EU Member States. Therefore, it involved country experts from EU-28 Member States. The research question was framed by the political priorities identified by the Council Conclusions on Early Childhood Education and Care (EU Council, 2011). The systematic literature review methodology elaborated by the EPPI-Centre for informing evidence-based policies in the field of education and social sciences was adopted to review the evidence drawn from primary research studies cross-nationally. The study revealed that long-term CPD interventions integrated into practice, such as pedagogical guidance and coaching in reflection groups, proved to be effective not only in countries with a well-established system of ECEC provision and a high level of qualification requirements for the practitioners, but also in countries with poorly subsidised ECEC systems and low qualification requirements. CPD initiatives based on the active engagement of practitioners and on peer exchanges within a shared scientific framework, proved to be the most effective.

Early childhood education research in Europe: contexts, policies, and ideas

“…Better integration and active collaboration would also deal with the problem of lack of clarity over the purposes of early childhood, and the pivotal role of educators in their definition. Their conclusions agree with the findings of Peleman et al (2018) who, in their review, drew on research evidence from country experts across the 28-EU Member States. They find that effective professional development in ECEC provision require both the practitioners "on board" but also "peer exchanges within a shared scientific framework" (p. 9).…”

Early Language Education in Luxembourg

“…The authors conclude that PD can contribute to changing knowledge, attitudes, and practices to some extent, but for this to be sustainable, it is important to involve the management team. This conclusion is in line with studies that have shown that PD is likely to be effective and sustainable if it is long-term and collaborative, includes coaching, involves the management, and is based on a dynamic view of systems (Buschmann and Sachse 2018;Egert et al 2018;Peleman et al 2018;Peeters et al 2014). Besides the need for adequate training, it is of particular importance that all professionals independently of the educational sector have the necessary time and resources both to exchange and collaborate with their team and external actors and to document and reflect on their educational practice.…”

“…There is consensus from several meta-analyses that PD in language education in ECEC can influence the practitioners' knowledge, attitudes, and practices to some extent (Egert et al 2018;Peeters et al 2014;Peleman et al 2018). Among these studies, few examined language education, and those that did tended to focus on children with a language delay (Buschmann and Sachse 2018; see also the chapter by Alstad 2020).…”

Innovative professional learning in early childhood education and care: Inspiring hope and action

“…Not only is professional learning conceptualized as critical for increasing educational quality and enhancing children's learning and developmental outcomes (e.g., Lazarri, Picchio, & Musatti, 2013;Munton et al, 2002;Peleman et al, 2017;Penn, 2009;Vandenbroeck, Peeters, Urban, & Lazarri, 2016), but specific elements of professional learning (in both initial and continuing education, or preservice and in-service learning) have been identified as essential to transforming early childhood educators' and preschool teachers' professional identities and practice. For example, critical and supported reflection (Thomas & Packer, 2013), learning experiences that target entire teams (Vangrieken, Dochy, & Raes, 2016), collaborative and empowering practice (Helterbran & Fennimore, 2004), long-term interventions (Peleman et al, 2017), and competent leadership (Colmer, Waniganayake, & Field, 2008) have all been found to be effective means of supporting professional learning.…”

“…While these disparities within the field may impede the development of a cohesive strategy, much can be learned from sharing and appreciating the rich diversity of approaches to professional learning both within and across provinces and territories, as Carol Campbell and her colleagues (2016) assert. In addition, examples from other countries serve to broaden the discussion and expand our understanding of what is possible (Peleman et al, 2017;Vandenbroeck et al, 2016).…”