Abstract
Reaching consensus on the meaning of professional development is needed to integrate professional development across various sectors of the early childhood field, distinguish various professional development approaches, match learning opportunities to learner characteristics, and evaluate its effects on professional practices and child and family outcomes. This article proposes a definition and conceptual framework for professional development across all sectors of early childhood and describes methods used to validate them. A case example illustrates how the definition and framework can be used to organize and plan professional development. Future directions for how a shared definition could move the field closer to a shared vision for planning, implementing, and evaluating professional development are discussed.
| Original language | English |
|---|---|
| Pages (from-to) | 235-243 |
| Number of pages | 9 |
| Journal | Topics in Early Childhood Special Education |
| Volume | 28 |
| Issue number | 4 |
| DOIs | |
| State | Published - Feb 2009 |
Keywords
- evidence-based practices
- inclusion
- personnel preparation
ASJC Scopus subject areas
- Education
- Public Health, Environmental and Occupational Health
