Exploring the continuing professional development needs of pedagogical practitioners in early years in England

Ingleby, Ewan; Hedges, Clive

doi:10.1080/19415257.2011.651777

Cited by 8 publications

(4 citation statements)

References 22 publications

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“…Teaching was also a TA function; according to Emmy, the nursery class had been implementing a system promoted by the headmaster to use the TAs to work with an entire class and the teachers. At the same time, supporting the findings of Ingleby and Hedges [110] all the research participants agreed that they had felt that they needed further training when they started working at the school. They stated that their previous formal education had insufficiently prepared them for fulfilling the daily competencies required at the nursery.…”

Section: Shared Culture Of Learning About Inclusion: a Self-determine...supporting

confidence: 77%

Early Years Staff Experiences in a “Culture of Learning” Regarding Inclusion in a Nursery Class in a British School: An Interpretative Phenomenological Analysis

et al. 2023

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Less than 20% of the early childhood education and care (ECEC) staff members working in British early childhood centres agree that the inclusion of all children is an essential part of their working agenda, as they feel unqualified to take care of children with complex SEN or disabilities. This study makes a novel contribution by drawing on data compiled from a one-year ethnographic study which addressed the in-service learning experiences of seven teaching staff members that work inclusively. The participants included 2 classroom teachers, 1 SENCo (Special Educational Needs Coordinator), and 4 teaching assistants from a preschool class that teaches 92 children between the ages of 3 and 4, located in a primary school in England. We explore what professional learning means for the participants’ role, which professional learning opportunities are meaningful to them, and under which circumstances had been offered. This study not only does consider their opportunities for professional development on the job but also outside of work. The data were collected through semi-structured interviews, artifact analysis, and ongoing participant observation over one academic year. Data were analysed using interpretative phenomenological analysis (IPA). The results demonstrate that this case study offers a unique perspective of a microsystem that could be at risk due to a lack of awareness by leaders and administration. The study is divided into four themes that directly impact inclusive professional service-development practices: (1) challenges posed to continuous professional development by differing professional roles, (2) motives for in-service training: combining career, school, and authorities’ interests, (3) promotion of meaningful professional development experiences by school, and (4) self-determined classroom motivated by respect and recognition.

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Section: Shared Culture Of Learning About Inclusion: a Self-determine...supporting

confidence: 77%

Early Years Staff Experiences in a “Culture of Learning” Regarding Inclusion in a Nursery Class in a British School: An Interpretative Phenomenological Analysis

et al. 2023

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“…The 'sector endorsed' nature of the programme confirmed that it was based on relevant UK standards (Ingleby and Hedges 2012). The programme included work-related learning and assessment and study skills, and students developed employment, practical and core professional skills including communication, problem solving, decision making and child protection.…”

Section: The Sefdey Programmementioning

confidence: 84%

‘I enjoy learning’: developing early years practitioners’ identities as professionals and as professional learners

Trodd

Dickerson

2018

Professional Development in Education

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Emphasis on professionalisation of the childcare workforce internationally is associated with evidence that links education and experience of early years practitioners; quality of early education and care; and outcomes for children and families. In England, this has led to a proliferation of vocational undergraduate programmes. This article draws on research carried out with early years practitioners who were completing a sector endorsed foundation degree in early years programme that provided students in full-time employment with opportunities for professional and workplace learning. The students' views and experiences, documented in personal reflections and learning stories and voiced during focus groups, were complemented by those of early years managers and mentors. A critique of the findings to learn about developing early years practitioners' identities as professionals and as professional learners suggests that the students became confident, reflective professionals and learners who shared their learning and sought to implement change in their settings. This research has implications for developing early childhood education and care (ECEC) practitioners, new to academic study, as learners and as confident, reflective members of a professional workforce at a time of ongoing change and uncertainty in ECEC policy and practice nationally and internationally.

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“…Some writers describe how the current climate poses challenges and dilemmas for providers of professional development opportunities for the early years workforce (Miller 2008, Ingleby andHedges 2012). Following our preliminary exploration of early years practitioners' professional identity and their experience of CPD hitherto, we want to identify the features of programmes in which participants would experience being valued, having connections and making a difference.…”

Section: Reclaiming and Reconstructing Continuing Professional Develomentioning

confidence: 98%

The professional identity of early years educators in England: implications for a transformative approach to continuing professional development

Lightfoot

Frost

2015

Professional Development in Education

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This article examines the professional identity of nine early years educators currently working in the early years sector of education in England. These educators include teachers, teaching assistants, nursery practitioners and nursery nurses working with children three to five years old in the Early Years Foundation Stage in state-maintained schools. The article arises from a doctoral research study that gives voice to the professional identities of these early years educators. The policy background and particular context in which the research is carried out are outlined. The article reports on an exploration of these educators' storied perceptions of their professionality, which is multi-dimensional, complex and cannot be reduced to a list of personal characteristics, responsibilities and duties. The educators' experiences of continuing professional development are considered and an alternative approach is suggested in light of these educators' needs in terms of being valued, having connections and making a difference in their work contexts. IntroductionThe stimulus for this research was prompted by conversations with early years educators (EYEs) in England. Some EYEs seemed enthusiastic about recent policy innovations; keen to enrol on programmes that confer professional status or inspired by recent in-service training to make changes to classroom environments. Others appeared confused about the rate of change within the sector and what appear to be increasingly intensified working conditions. They described a range of feelings including disillusionment with their role, a sense of a loss of control over their daily practice and anxiety at a perceived downward pressure to prepare children for the next stage of more 'formal' schooling. It seemed important to consider how their differing experiences and emotional responses related to their perceptions of themselves as educators of young children. These conversations prompted an exploration of the notion of professional identity and the ways in which it might be construed, negotiated, sustained and contested.The exploratory study outlined in this article focused upon the experiences of nine EYEs who work with three to five year olds in the Early Years Foundation

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Exploring the continuing professional development needs of pedagogical practitioners in early years in England

Cited by 8 publications

References 22 publications

Early Years Staff Experiences in a “Culture of Learning” Regarding Inclusion in a Nursery Class in a British School: An Interpretative Phenomenological Analysis

Early Years Staff Experiences in a “Culture of Learning” Regarding Inclusion in a Nursery Class in a British School: An Interpretative Phenomenological Analysis

‘I enjoy learning’: developing early years practitioners’ identities as professionals and as professional learners

The professional identity of early years educators in England: implications for a transformative approach to continuing professional development

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