The DOI matches its Crossref record; 9 of the 9 references it cites were found in a registry or an index.
Reaching Consensus on a Definition of Professional Development for the Early Childhood Field
Abstract
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.
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“A growing body of empirical evidence suggests that effective PD requires the use of multiple methods of training and intensive on-going support that is embedded within practice and adapted to the local needs and goals (e.g., Buysse et al., 2009;Parkhouse et al., 2019;Siraj et al., 2019).”
From Increasing teachers’ intercultural competences in teacher preparation programs and through professional development: A review (2021) · cites this paper as Buysse et al., 2009
Citations
Cites
Peisner-Feinberg, E. S., Burchinal, M., Clifford, R. M., Culkin, M. L., Howes, C. H., Kagan, S. L., & Yazejian, N. (2001) · Child Development · doi:10.1111/1467-8624.00364 · Cited by 1,161
Early, D. M., Maxwell, K. L., Burchinal, M., Alva, S., Bender, R. H., Bryant, D., Cai, K., Clifford, R. M., Ebanks, C., Griffin, J. A., et al. (2007) · Child Development · doi:10.1111/j.1467-8624.2007.01014.x · Cited by 937
Dec Recommended Practices in Early Intervention/Early Childhood Special Education
Sandall, S. R., McLean, M., & Smith, B. J. (2000) · Cited by 756
Coaching Families and Colleagues in Early Childhood
Hanft, B. E., Rush, D. D., & Shelden, M. L. (2003) · Medical Entomology and Zoology · Cited by 168
Learning in the Teaching Workforce
Hill, H. C. (2007) · The Future of Children · doi:10.1353/foc.2007.0004 · Cited by 135
Evidence-Based Practice in the Early Childhood Field.
Buysse, V., & Wesley, P. W. (2006) · Cited by 111
Self-citationBuysse, V., Wesley, P. W., Snyder, P., & Winton, P. J. (2006) · Young Exceptional Children · doi:10.1177/109625060600900401 · Cited by 64
Self-citationWhat Do We Mean by Professional Development in the Early Childhood Field
Buysse, V., Rous, B., & Winton, P. J. (2008) · Cited by 52
Self-citationPreparing and Supporting High-Quality Early Childhood Practitioners: Issues and Evidence
Winton, P. J., & McCollum, J. A. (2008) · Cited by 33
Self-citation
Research works printed but not linked: 6
- Buysse, V. & Wesley, P.W. (2005). Consultant knowledge, skills, and dispositions . In V. Buysse & P. W. Wesley, Consultation in early childhood settings (pp. 21-38). Baltimore: Brookes .
- Cochran-Smith, M. & Zeichner, K. (2005). Executive summary. In M. Cochran-Smith & K. M. Zeichner (Eds.), Studying teacher education: The report of the AERA Panel on Research and Teacher Education (pp. 1-36). Mahwah, NJ: Lawrence Erlbaum.
- Dinnebeil, L., Buysse, V., Rush, D. & Eggbeer, L. (2008). Becoming effective collaborators and change agents . In P. J. Winton, J. McCollum, & C. Catlett (Eds.), Practical approaches to early childhood professional development: Evidence, strategies, and resources (pp. 227-245). Washington, DC: Zero to Three.
- Maxwell, K.L., Feild, C.C. & Clifford, R.M. (2005). Defining and measuring professional development in early childhood research. In M. Zaslow & I. Martinez-Beck (Eds.), Critical issues in early childhood professional development (pp. 21-48). Baltimore: Brookes .
- Whitehurst, G.J., Address to White House Conference on Preparing Tomorrow's Teachers
- Winton, P. (2006). The evidence-based practice movement and its effect on knowledge utilization. In V. Buysse & P. Wesley (Eds.), Evidence-based practice in the early childhood field (pp. 71-115). Washington, DC: Zero to Three.
Cited by
Romijn, B. R., Slot, P. L., & Leseman, P. P. M. (2021) · Teaching and Teacher Education · doi:10.1016/j.tate.2020.103236 · Cited by 241
Metadata
- Authors
- Buysse, V., Winton, P. J., & Rous, B.
- Affiliations
- University of North Carolina at Chapel Hill (US)
- University of Kentucky (US)
- Corresponding author
- Buysse, Virginia
- ORCID
- Rous, Beth
- Venue
- Topics in Early Childhood Special Education
- Publisher
- SAGE Publications
- Published
- 2009-02
- Volume
- 28
- Issue
- 4
- Pages
- 235-243
- ISSN
- 0271-1214 (ISSN-L)
- 1538-4845
- OpenAlex
- W2168044215
- Cited by
- 169
- References
- 9
- Citations by year
- 2026: 7 · 2025: 10 · 2024: 12 · 2023: 14 · 2022: 11 · 2021: 15 · 2020: 7 · 2019: 11 · 2018: 7 · 2017: 9 · 2016: 11 · 2015: 13 · 2014: 9 · 2013: 11 · 2012: 10
- FWCI
- 17.37
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Topics in Early Childhood Special Education (publishedVersion)
- Topics
- Social Sciences › Education › Teacher Education and Leadership Studies
- Social Sciences › Education › Early Childhood Education and Development
- Social Sciences › Education › Education Systems and Policies
- Keywords
- professional development, early childhood education, conceptual framework, consensus, early childhood workforce, professional development planning, professional development evaluation, child and family outcomes, early childhood special education
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Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
