This paper reports on a case study carried out in Australia
with four early childhood teachers. The article investigates supports and barriers
to the effectiveness professional development (PD) in changing practice, based
on the premise that PD can improve teacher skills and enhance outcomes for
children. One of the key points that this article makes is that the quality of
PD is not measured in simply attending a course or workshop, but rather is in
the on-going change that occurs within early childhood settings afterward.
The key findings of this research were: that being able to
directly relate the information given in the PD to the lived experience of
teaching was highly important for generating change. This was enhanced by on-going
teacher experimentation and subsequent reflection on the effects of the PD
within particular early childhood settings. Another finding was that teachers
often gauged the value of PD programme by the visible effect it had on children
and their behaviour. Sharing the positive outcomes of the PD with others in the
setting was found to reinforce the value of the changes that were made to
practice, and encourage further reflection. Similarly sharing ideas with
parents enhanced parent/child relationships as a result.
Having a supportive management added to the effect of the PD,
and having other team members at the PD raised perceptions of support.
Successful change as a result of the PD was highly linked to having local
mentors who acted as enablers, and help to identify key priorities that arose
from the PD rather than applying everything that had been learnt. Concentrating
on one priority at a time was found to be important for on-going development.
One key barrier to the effectiveness of PD was in finding
time to talk with the mentors and connect to others in the busy life of the
centre. It was found in regular time to discuss ideas that arose from the PD,
and as well as ideas that had subsequently risen from practice was vital.
Reflective discussion on changes to teaching practice was found to be a key reinforcer
for changes in practice. It was highlighted that change after PD is a slow
process and that is important to recognise that understandings are grasped
through practice over time.
The article ends by suggesting three phases of capacity
building within early childhood services:
1.
PD is actively prioritised within the service
2.
Teachers and managers attend relevant PD
3.
On-going support is provided to explore ideas
arising from the PD as they are put into practice
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