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Early Years
An International Research Journal
Volume 33, 2013 - Issue 2: Special Issue: Continuing Professional Development and the Early Years Workforce
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Articles

Continuing professional development in early childhood education in New Zealand

Sue Cherrington Victoria University of Wellington, Faculty of Education, Wellington, New ZealandCorrespondence[email protected]
&
Kate Thornton Victoria University of Wellington, Faculty of Education, Wellington, New Zealand
Pages 119-132 | Received 15 Sep 2012, Accepted 03 Jan 2013, Published online: 06 Feb 2013

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Roddy Walker & Bente Jensen. (2023) The manifestation of practice-based continuous professional development in ECEC: qualitative insights from an Abecedarian initiative in Denmark. European Early Childhood Education Research Journal 0:0, pages 1-18.
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Mengran Liu, Helen Hedges & Maria Cooper. (2023) Effective collaborative learning for early childhood teachers: structural, motivational and sustainable features. Professional Development in Education 0:0, pages 1-19.
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Andrea Nolan & Louise Paatsch. (2023) Name it and claim it: supporting early childhood teachers to recognise themselves as researchers. International Journal of Early Years Education 0:0, pages 1-16.
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Mona Sakr & Sara Bonetti. (2023) Continuing professional development for the early years workforce in England since 2015: a synthesis of survey data highlighting commonalities, discrepancies and gaps. Early Years 43:2, pages 395-410.
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Yumi Yodogawa, Sachiko Nozawa & Kiyomi Akita. (2022) Supporting self-organised professional development in the Japanese context through the Early Childhood Education Quality (ECEQ) initiative. Early Years 42:1, pages 71-87.
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Andrea Nolan & Tebeje Molla. (2021) Building teacher professional capabilities through transformative learning. Asia-Pacific Journal of Teacher Education 49:4, pages 450-465.
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Elina Fonsén & Tuulikki Ukkonen-Mikkola. (2019) Early childhood education teachers’ professional development towards pedagogical leadership. Educational Research 61:2, pages 181-196.
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Brenda Dunn, Catriona McDonald & Dorothy Johnson. (2018) Evidence of quality professional development: a study in childhood practice. Professional Development in Education 44:3, pages 397-411.
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Anitta Melasalmi & Jukka Husu. (2018) A narrative examination of early childhood teachers’ shared identities in teamwork. Journal of Early Childhood Teacher Education 39:2, pages 90-113.
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Louise Anne Webber. (2017) Women, higher education and family capital: ‘i could not have done it without my family!’. Research in Post-Compulsory Education 22:3, pages 409-428.
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Andrea Nolan. (2017) Effective mentoring for the next generation of early childhood teachers in Victoria, Australia. Mentoring & Tutoring: Partnership in Learning 25:3, pages 272-290.
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Louise Webber. (2015) Mature women and higher education: reconstructing identity and family relationships. Research in Post-Compulsory Education 20:2, pages 208-226.
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Sue Cherrington & Kate Thornton. (2015) The nature of professional learning communities in New Zealand early childhood education: an exploratory study. Professional Development in Education 41:2, pages 310-328.
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Kaye Colmer, Manjula Waniganayake & Laurie Field. (2015) Implementing curriculum reform: insights into how Australian early childhood directors view professional development and learning. Professional Development in Education 41:2, pages 203-221.
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Articles from other publishers (15)

Alexandra Gunn & Helen Hedges. (2023) Knowledgeable and qualified early childhood teachers: Tensions, constraints, and possibilities. The New Zealand Annual Review of Education 28, pages 148-159.
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Bente Jensen & Roddy Walker. 2023. Quality in Early Childhood Education and Care through Leadership and Organizational Learning. Quality in Early Childhood Education and Care through Leadership and Organizational Learning 195 220 .
Kate Thornton. 2023. Quality in Early Childhood Education and Care through Leadership and Organizational Learning. Quality in Early Childhood Education and Care through Leadership and Organizational Learning 173 193 .
Xiaoming Tian, Li Bao, Tianxin Li & Yue Gu. (2022) Teacher Becoming Curriculum Designer: Professional Teaching and Learning in China’s Early Childhood Education. Frontiers in Psychology 13.
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Naomi Ruming & Laura McFarland. (2021) ‘When we sat together, it just worked’: Supporting individual and collaborative reflective practice in a team of early childhood educators. Australasian Journal of Early Childhood 47:1, pages 32-47.
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Tuulikki Ukkonen-Mikkola & Jan Varpanen. (2020) Integrated initial and continuing training as a way of developing the professional agency of teachers and student teachers. Teaching and Teacher Education 96, pages 103189.
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Chinhara Henry & Sotuku Namhla. (2020) Continuous professional development for inclusive ECD teachers in Chiredzi Zimbabwe: Challenges and opportunities. Scientific African 8, pages e00270.
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Teresa Aguiar, Carolina Guedes & Joana Cadima. (2020) UTILIZAÇÃO DO VÍDEO NO DESENVOLVIMENTO PROFISSIONAL: PERSPETIVAS DOS EDUCADORES DE CRECHE. Cadernos de Pesquisa 50:175, pages 234-254.
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Chrysa Pui Chi Keung & Alan Chi Keung Cheung. (2019) Towards Holistic Supporting of Play-Based Learning Implementation in Kindergartens: A Mixed Method Study. Early Childhood Education Journal 47:5, pages 627-640.
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Anne Dwyer, Caroline Jones & Lee Rosas. (2019) What digital technology do early childhood educators use and what digital resources do they seek?. Australasian Journal of Early Childhood 44:1, pages 91-105.
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Marjan de Groot-Reuvekamp, Anje Ros & Carla van Boxtel. (2018) A successful professional development program in history: What matters?. Teaching and Teacher Education 75, pages 290-301.
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M. E. Peden, A. D. Okely, M. J. Eady & R. A. Jones. (2018) What is the impact of professional learning on physical activity interventions among preschool children? A systematic review. Clinical Obesity 8:4, pages 285-299.
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Andrea Nolan & Tebeje Molla. (2017) Teacher confidence and professional capital. Teaching and Teacher Education 62, pages 10-18.
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Kate Thornton & Sue Cherrington. (2014) Leadership in Professional Learning Communities. Australasian Journal of Early Childhood 39:3, pages 94-102.
Crossref
Annie Woods. 2014. The Characteristics of Effective Learning. The Characteristics of Effective Learning 1 7 .

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