Professional learning and development in early childhood education: A shifting landscape of policies and practice

Authors

  • Sue Cherrington Institute for Early Childhood Studies, Faculty of Education, Victoria University of Wellington

DOI:

https://doi.org/10.26686/nzaroe.v22i0.4148

Keywords:

Early childhood education, professional learning and development, professional learning communities, communities of learners, ECE policy

Abstract

This article traces shifts in the New Zealand early childhood professional, regulatory and policy landscape, and examines how these shifts create challenges and opportunities for early childhood teachers’ engagement in professional learning and development (PLD). It presents current understandings about effective PLD for teachers in the early childhood and wider education literature before arguing that professional learning communities offer promising opportunities to support early childhood teachers’ engagement in effective PLD in a shifting policy and practice landscape.

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Author Biography

Sue Cherrington, Institute for Early Childhood Studies, Faculty of Education, Victoria University of Wellington

Sue Cherrington is the Associate Dean (Academic) in the Faculty of Education. Sue’s over-arching research focus is on professional and pedagogical practices in ECE, including teacher thinking and reflection, teacher professional learning and development, teachers' ethical and professional experiences and practices, and teachers' professional and pedagogical responses to working with diverse children and families. More recently, Sue has extended her research interests into the tertiary education field with research projects into the development of professional learning community within a higher education context and into students’ transition from secondary school to university.

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Published

2017-12-19

Issue

Vol. 22 (2017): New Zealand Annual Review of Education

Section

Articles

License

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