Characteristics of professional development research in Aotearoa New Zealand's early childhood education sector: A systematic literature review

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dc.citation.volume27
dc.contributor.authorClarke L
dc.contributor.authorMcLaughlin T
dc.contributor.authorAspden K
dc.contributor.authorRiley T
dc.contributor.authorGifkins V
dc.date.accessioned2024-03-07T02:19:48Z
dc.date.accessioned2024-07-25T06:33:40Z
dc.date.available2021-11-24
dc.date.available2024-03-07T02:19:48Z
dc.date.available2024-07-25T06:33:40Z
dc.date.issued2021-11-24
dc.description.abstractTeachers’ professional learning and development (PLD) is an essential component in the provision of quality education. Through objective 3.6 in the Early Learning Action Plan 2019-2029 (Ministry of Education, 2019a) the Ministry of Education has signalled a need for a managed, coherent system of PLD to support the professional learning needs of early childhood teachers in Aotearoa New Zealand. Over time, research has sought to enhance understanding of PLD in ways that can contribute to more effective PLD programmes. Yet, gaps remain between PLD research, policy and practice. Synthesising extant research is important to identify existing and cumulative knowledge, and reveal research-to-practice gaps. This article reports the results of a systematic literature review, conducted to identify characteristics of PLD research within Aotearoa New Zealand’s early childhood education sector. Fifty-six research articles and reports were systematically reviewed. Findings identify that the predominantly descriptive body of research is characterised by a convergence of researchers’ and teachers’ roles, largely positive outcomes, and a broad content focus with less attention paid to PLD processes.
dc.description.confidentialfalse
dc.format.pagination79-115
dc.identifier.citationClarke L, McLaughlin T, Aspden K, Riley T, Gifkins V. (2021). Characteristics of professional development research in Aotearoa New Zealand's early childhood education sector: A systematic literature review. New Zealand Annual Review of Education. 27. (pp. 79-115).
dc.identifier.doi10.26686/nzaroe.v27.8033
dc.identifier.elements-typejournal-article
dc.identifier.issn1178-3311
dc.identifier.urihttps://mro.massey.ac.nz/handle/10179/70419
dc.languageEnglish
dc.publisherDepartment of Education at Victoria University of Wellington and the New Zealand Council for Educational Research
dc.publisher.urihttps://ojs.victoria.ac.nz/nzaroe/article/view/8033
dc.relation.isPartOfNew Zealand Annual Review of Education
dc.rights(c) The author/sen
dc.subjectcoaching
dc.subjectPLD
dc.subjectteachers' professional learning
dc.subjectfacilitating professional learning
dc.titleCharacteristics of professional development research in Aotearoa New Zealand's early childhood education sector: A systematic literature review
dc.typeJournal article
dcterms.rightsNZAROE gives authors full permission to deposit their articles in publicly accessible institutional repositories, providing that: Articles are placed in repositories after publication. Metadata about articles include the DOI and journal issue information.en
pubs.elements-id486821
pubs.organisational-groupOther
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