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

Lehrer, Joanne; Massing, Christine; O'Keefe, Alaina Roach

doi:10.18357/jcs.v44i1.18773

Cited by 2 publications

(2 citation statements)

References 7 publications

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“…In recent years, several scholars have analysed national policies or reviewed international reports that directly impact continuous professional development (CPD), offering normative strategies [12,[17][18][19] and redirecting the educators into exclusionary practices [20]. Moreover, changes in any direction take the form of forces from within and outside the school that affect teachers' practices and working conditions [21][22][23][24]. Scholars have identified challenges for ECEC staff in the more comprehensive UK early years systems, resulting from neoliberal policies on accountability [25,26] and austerity [27].…”

Section: Introductionmentioning

confidence: 99%

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: Introductionmentioning

confidence: 99%

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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“…Active teacher Supervision has been the most effective strategy for creating a safe environment and preventing injuries in young children. Accumulated research also supports the centrality of active supervision for creating safe environment in achieving an allround or holistic development of children [24,[29][30]. When suitable preparations and enough supervision are not taken into consideration, the learning environment for children, whether inside or outdoors, might represent a greater risk of injury to them.…”

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confidence: 96%

Teachers Supervisory Practices in the Kindergarten Schools in Ghana: A Case of Komenda Edina Eguafo Abirem Municipality

Awortwe

Kwaw²,

Ashun³

2023

OJER

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The supervisory role of kindergarten teachers is primarily concerned with supervising and managing the efforts of their learning environment to create safe, positive learning environments for all learners. The purpose of this study was to assess teachers' supervisory practices of learners in Kindergarten schools in Komenda Edina Eguafo Abirem municipality. (K.E.E.A) Municipality in the Central Region of Ghana. The study employed the qualitative research approach using the interpretivism paradigm. The instrumental case study design was adopted for this study. Population of the study comprised public kindergarten schools in KEEA Municipality. A multistage purposeful random sampling technique was used to select sixteen ( 16) respondents for the study. The semi-structured interview and observation checklist were the main instruments employed in the data collection for this study. The qualitative data was analysed by the use of the interpretative method based on the themes arrived at during the data collection. The themes were related to the research question and interpreted on the number of issues raised by respondents. These were based on question on the semi-structured interview. The study indicated that, kindergarten teachers do not supervise their learners during out-door activities or at playground, thinking it is the available time to relax after learners are out to play. The study also revealed that, kindergarten teachers do not pay close attention to learners and their physical environment to detect danger and threats. Also, in relation to proximity in supervision, the study found that, kindergarten teachers do not maintain physical closeness supervision of their learners to promptly salvage them from occurring danger during supervision. It is recommended that, the Ministry of Education (MoE), Ghana Education Service (GES), and other Agencies in Education (AiE) should strategically and periodically organize workshop trainings and seminars on teacher supervision and safety for kindergarten teachers. It is also recommended that, Tertiary institutions like the teaching universities and colleges of education should mount courses specifically for Teachers Supervision and School Safety for pre-service teachers and school administrators.

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

Cited by 2 publications

References 7 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

Teachers Supervisory Practices in the Kindergarten Schools in Ghana: A Case of Komenda Edina Eguafo Abirem Municipality

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