Description:
We begin the chapter by offering a unifying definition for PD from the National Professional Development Center on Inclusion (NPDCI, 2008). We then describe essential features of PD (the who, what, and how) that must be considered and integrated in designing effective PD. Included are promising research findings to inform rethinking approaches to PD. Next, we offer a framework and propose action steps that might be taken to advance toward coherent and aligned PD systems capable of supporting ECE as a unified field of practice. We conclude with recommendations that we believe can move us beyond the status quo of professional development for early childhood teachers. (author abstract)
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