Abstract
Professional development systems for early childhood teachers will be effective only if they participate in its construction. Currently, teachers are not participating in the development of such a system. This article uses contextual theory to examine reasons why current early childhood teachers may not be embracing and guiding the creation of a viable model of professional development. Using Bronfenbrenner's ecological model and examining micro, meso, exo, macro, and chrono level issues illuminates the barriers to teacher participation in and access to professional development systems. Examples of mechanisms to address these barriers are also examined.
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Cassidy, D.J., Vardell, R. & Buell, M.J. If you don't know where you are, how can you get where you're going?: A contextual examination of professional development in the early childhood field. Child Youth Care Forum 24, 151–168 (1995). https://doi.org/10.1007/BF02128541
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DOI: https://doi.org/10.1007/BF02128541