Professional Development for ECE Teachers

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Accompaniment to Chapter 7 of Continuing Issues in Early Childhood Education by Stephanie Feeney, Alice Galper, and Carol Seefeldt.

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Professional Development for ECE Teachers:

Professional Development for ECE Teachers Overview of Chapter 7 Continuing Issues in Early Childhood Education by Stephanie Feeney, Alice Galper , and Carol Seefeldt Ashford University - ECE601 Instructor: Dr. Lisa Rodriguez

What is a Profession?:

What is a Profession? Training program Specialized knowledge and skills Training delivered in accredited institutions Stringent entrance requirements Code of ethics Standards of practice Social necessity Altruism Autonomy Self-regulation The authors do not believe that the field is yet accepted as a true profession, but that it is moving in that direction. (Feeney, et al, 2009, p. 159)

Three Components of Professional Development:

Three Components of Professional Development Education – Content specific coursework in a formal education system environment Training – outside formal education system. Inservice training. Credentialing – certifications and/or licensing. (Feeney, et al, 2009, p. 160)

Andragogy – The Art and Science of Teaching Adults:

Andragogy – The Art and Science of Teaching Adults Adult Learning Theories Age Theory – Different challenges and strategies are necessary at different ages. Stage Theory – People mature cognitively, and pass through stages in the process of growing wiser. Click to start the video.

KATZ’S STAGES OF TEACHER DEVELOPMENT:

KATZ’S STAGES OF TEACHER DEVELOPMENT Stage 1 – Survival. Needing intensive support. 1 to 2 years Stage 2 – Consolidation. Extension of survival period. Begin to differentiate tasks and skills to be mastered. 1 to 3 years Stage 3 – Need renewal. Looking for new learning challenges and inspiration. 3 rd or 4 th year of teaching. Conferences, journals, films, Stage 4 – Maturity. Final development –seminars, courses, degree programs, books, journals, and conferences

COGNITIVE DEVELOPMENT THEORY:

COGNITIVE DEVELOPMENT THEORY Intellectual development from concrete to abstract More highly experienced teachers have more intrinsic satisfaction, and less need for external validation

FUNCTIONAL THEORY:

FUNCTIONAL THEORY Adults prefer to plan their own educational paths and choose topics that are interesting and relevant to them.

Themes in ECE Professional Development:

Themes in ECE Professional Development Bifurcation – Public and government funded school settings very different from private settings Child development knowledge Female dominated profession – lack of political clout and professional recognition

Three Areas of Knowledge in the Subject of Child Development:

Three Areas of Knowledge in the Subject of Child Development Typical child development Developmental differences Social and cultural factors that may affect development

10 Areas of Core Knowledge:

10 Areas of Core Knowledge Knowledge of child development Methods for teaching diverse children Use of multiple forms of assessment Organization of learning environments Curriculum design that helps children make connections Strategic use of resources and technologies Parent and family outreach Professional collaboration and development Reflection for enhanced teaching Vertical alignment Sadowski , as cited by Feeney, et al, 2009, p. 172)

NAEYC Standards for Professional Preparation:

NAEYC Standards for Professional Preparation Promoting child development and learning Building family and community relationships Observing, documenting, and assessing to support young children and families Teaching and learning Connecting with children and families Using developmentally effective approaches Understanding the importance of each content area in young children’s learning Becoming a professional Feeney, et al, 2009, p. 172-173)

Four Barriers to ECE Teacher Preparation:

Four Barriers to ECE Teacher Preparation 1) Political : Educational reforms are usually mandated by bureaucrats rather than effected by teachers in the field. 2) Structural Barriers : Low status, bifurcation, vague definitions and guidelines 3) Institutional Barriers: Low status of ECE in many universities. 4) Interpersonal Barriers – Difficulty of ECE professionals working collaboratively in a field that is poorly compensated and perceived as low status.

Logistics of Professional Development:

Logistics of Professional Development Preservice – Preparation for the field Education – Study in an accredited institution leading to a degree Training – In-service workshops, conferences, symposiums

Need for Systems Approach:

Need for Systems Approach There is a need in the field of Early Childhood Education to construct professional development on the basis of recent research. Connections should be made between research and policies Professional qualifications must be standardized across all ECE settings. Respect and appropriate compensation

References:

References Feeney, S; Galper , A.; & Seefeldt , C. (2009). Continuing issues in early childhood education. Upper Saddle River, NJ: Pearson, Inc. Finlay, J. (2010). Andragogy (Adult Learning). Retrieved from http://youtu.be/vLoPiHUZbEw .

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