Continuing professional development in early childhood education in New Zealand

Abstract

Abstract This article explores the influences on and nature of continuing professional development in the New Zealand early childhood education sector. In addition to discussing the nature of professional development and providing an explanation of the policy context that informs the delivery of professional development, the paper draws on evaluations of national programmes and research studies involving the authors that offer alternative approaches to professional learning. This discussion of literature, policy and research raises a number of implications for continuing professional development including: the need to balance individual reflection with collaborative learning and shared critical reflection; the possibilities for using technology to support professional learning; and the need for dissemination of research findings and debate to support teachers to choose effective approaches. Keywords: continuing professional developmentprofessional learningearly childhood education Notes 1. Whānau is the Māori word for family, including extended family 2. Te Kōhanga Reo are Maōri language nests, originally established in the early 1980s to preserve Maōri culture and language. 3. This target was later reduced by the current National-led government in 2010 to a target of 80% registered teachers.