Facilitating professional development in early childhood education and care–Integrating theoretical concepts to develop practice

Abstract

The study follows professional development programme in early childhood education and care setting over a two-year period, aiming to implement the use of a theoretical framework in practice. Facilitators, educators and principal all take part in learning activities. Data are analysed using the community of practice conceptual framework to visualise the social learning happening over time. Findings indicate internal facilitators of professional development as key actors in the process. Our conclusion is that it is important for such programmes to be sensitive to teachers’ existing knowledge and to provide opportunities for critical reflection which may then lead to transformed practice.