monash131018Evaluating New Zealand early childhood education professional development.pdf (162.43 kB)
Evaluating New Zealand early childhood education professional development: access, barriers and effectiveness
journal contribution
posted on 2016-11-07, 23:03 authored by Cherrington, Sue, Wansbrough, DeborahPathways to the Future: Nga Huarahi Arataki, the ten year strategic plan for early childhood education (ECE) in New Zealand, identified reviewing the delivery of professional development as one strategy for 'promoting the effective delivery of Te Whariki' (Ministry of Education, 2002, p. 15) within the overall goal of improving quality within ECE services. This paper reports on aspects of a national evaluation of ECE professional development undertaken for the Ministry of Education in 2005-06. The paper describes the multi-method approach taken, and highlights findings in two key areas: issues around access to professional development and barriers to practitioners engaging in PD, and the effectiveness of professional development programmes in supporting and sustaining shifts in pedagogical practices underpinned by Te Whariki.
International Research in Early Childhood Education, vol. 1, no. 2, p. 29-41
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monash:1310181959.1/1048447Professional developmentEarly childhoodEvaluationPedagogical practicescollection(s) Monash University Faculty of Education paperscollection(s) IRECE Journaltextjournal article1838-0689Early Childhood Education (excl. Maori)Teacher Education and Professional Development of EducatorsCurriculum and Pedagogy Theory and Development
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