Professional development of teachers has become an essential condition in today's knowledge-based society to sustain the quality of teaching. One of the major goal of the Romanian education system is regarding high quality of teacher professional development programs that should enhance their competences and use of new curricular approaches to facilitate successful practice. It is well-known the axis that improving teachers would improve the teaching and learning in school, which in turn would improve the quality of education at national level.
Europe and Central Asia
Through participation in early childhood education, all children learn and develop as they experience stimulating and challenging opportunities in the social, learning and physical environment. This Self-Reflection Tool focuses on increasing IECE environments’ capacity to enable all children’s participation. Here, ‘participation’ means attending and being actively engaged in activities and interaction.
Five preschools were invited to participate in the local evaluation of the Tallaght NEYAI, all 5 agreed to take part. It was essential that all early years educators participating in the training were HighScope trained. The geographical spread of the preschools focused on Tallaght in South County Dublin. Each of the five preschools were individually managed by a manager. One preschool withdrew from the project in May 2014 due to the closure of the service.
The evaluation approach focused on the following broad areas of investigation:
The primary purpose of this report of the Joint Committee on Children and Youth Affairs is firstly, to focus attention on the poor working conditions and below average pay scales of all those working in the early years sector and, secondly, to highlight the major areas of concern currently facing the sector in both rural and urban services across all provinces.
This Workforce Development Plan for the Early Childhood Care and Education (ECCE) sector in Ireland is the culmination of a significant process of research and consultation across the diverse range of stakeholders in the sector. That process has resulted in the identification of a number of agreed perspectives on the type of workforce needed to support the development of high quality ECCE service in Ireland and the main challenges associated with achieving these goals (DES, 2009).
This Core Competency Framework has been developed for all disciplines, professions and staff groups undertaking a clinical role within NHS Scotland. The twin aims of the framework are
This paper theoretically and empirically deals with the relationship between the concepts of social status and professional development of early childhood and preschool teachers’ profession, while discussing the possibility of complementing two dominantly sociological and pedagogical traditions from which they derived.