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Topics in Early Childhood Special Education
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Reaching Consensus on a Definition of Professional Development for the Early Childhood Field

Virginia Buysse

University of North Carolina at Chapel Hill, Virginia_buysse{at}unc.edu

Pamela J. Winton

University of North Carolina at Chapel Hill

Beth Rous

University of Kentucky

Reaching consensus on the meaning of professional development is needed to integrate professional development across various sectors of the early childhood field, distinguish various professional development approaches, match learning opportunities to learner characteristics, and evaluate its effects on professional practices and child and family outcomes. This article proposes a definition and conceptual framework for professional development across all sectors of early childhood and describes methods used to validate them. A case example illustrates how the definition and framework can be used to organize and plan professional development. Future directions for how a shared definition could move the field closer to a shared vision for planning, implementing, and evaluating professional development are discussed.

Key Words: personnel preparation • inclusion • evidence-based practices

Topics in Early Childhood Special Education, Vol. 28, No. 4, 235-243 (2009)
DOI: 10.1177/0271121408328173
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Home page
 Topics in Early Childhood Special EducationHome page
V. Buysse and H. L. Hollingsworth
Program Quality and Early Childhood Inclusion: Recommendations for Professional Development
Topics in Early Childhood Special Education, August 1, 2009; 29(2): 119 - 128.
[Abstract] [PDF]