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ERIC Number: EJ1051342
Record Type: Journal
Publication Date: 2015
Pages: 17
Abstractor: As Provided
ISSN: ISSN-1090-1027
State-Sponsored Professional Development for Early Childhood Educators: Who Participates and Associated Implications for Future Offerings
Weber-Mayrer, Melissa M.; Piasta, Shayne B.; Yeager Pelatti, Christina
Journal of Early Childhood Teacher Education, v36 n1 p44-60 2015
Professional development (PD) for early childhood educators has received increased attention as a means of bolstering young children's learning and development. Theory and research indicate that educators' characteristics play roles in both their own learning and that of children; however, little research has explored who participates in PD. This study provides an in-depth description of the backgrounds and qualifications, positions and settings, knowledge, and beliefs of educators participating in PD offerings. These educator characteristics have been identified as important factors in adult learning theory with implications for the design, implementation, and evaluation of adult learning. Descriptive analysis revealed considerable variability in many of these characteristics. Findings yield practical implications for the design of future large-scale PD efforts in terms of format, content, and marketing.
Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Preschool Education; Adult Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
Identifiers - Location: Ohio
Identifiers - Assessments and Surveys: Early Childhood Longitudinal Survey
IES Funded: Yes
Grant or Contract Numbers: R305E100030