Early years educators' perceptions of professional development in England: an exploratory study of policy and practice. Issue 1 (1st January 2018)

• Record Type: Journal Article
• Authors: Ingleby, Ewan
• Is Part Of: Professional development in education. Volume 44:Issue 1(2018)
• Page Start: 22
• Page End: 32
• Publication Date: 2018-01-01
• Subjects: Professional development -- early years -- literacy as social practice -- social policy; Teachers -- In-service training -- Periodicals; 370.7155
• DOI: 10.1080/19415257.2017.1280522
• Languages: English
• ISSNs: 1941-5257

Abstract

Abstract: This article explores the perceptions of professional development held by a selection of early years educators who have experience of working in statutory and private early years settings in the north of England. The research participants ( n = 20) reflected on their experiences of professional development in early years. The research process is based on a qualitative inductive methodology. The interview transcripts from these participants were processed using NVivo 10 software and thematic analysis helped to generate the key findings. The participants perceive that the business-facing agenda of private settings (the need to make money) results in professional development becoming a 'low priority'. All of the participants expressed reservations about completing professional development in early years. The research findings have been developed via a theoretical background of literacy as social practice. The 'texts' informing professional development (policy documents and their recommendations) result in continuing professional development 'events' and 'activities'. The research explores the personal subjective experiences (or 'practices') of continuing professional development experienced by the participants and considers the implications for professional development in this area.