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A transformative model of continuing professional development in a day nursery: practitioners' perspectives on the implementation of symbolic gesturing

A transformative model of continuing professional development in a day nursery: practitioners' perspectives on the implementation of symbolic gesturing
A transformative model of continuing professional development in a day nursery: practitioners' perspectives on the implementation of symbolic gesturing
Drawing on experiential learning and transformative learning theory, a transformative model of continuing professional development (CPD) was employed to implement symbolic gesturing in a day nursery. The model of CPD aimed to empower practitioners working with infants to have autonomy over their professional learning. Perspectives of the nursery staff about the CPD were captured in narrative semi-structured interviews pre and post the three months of implementation, and from reflective diaries used during this period. Practitioners concluded that the model was successful because it allowed them flexibility to use symbolic gesturing in a way that was navigated independently by each practitioner as part of their daily routine rather than as a specific, formal course of instruction requiring formulaic adoption. Findings also indicate that the CPD model had beneficial learning outcomes in both cognitive and affective domains for practitioners and the infants in their care. Limitations of the small-scale study are acknowledged but the study highlights implications for practice and theorising about CPD in early years settings. The model could be of interest to researchers and practitioners wishing to develop effective CPD in other nursery settings to introduce symbolic gesturing, or more generally other professional development initiatives.
Continuing professional development, early years, experiential learning, infants, nursery practitioner, symbolic gesturing
Byrne, Jennifer
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Norman, Amanda
c6cb7f4e-59d7-4598-b1ca-88ce3a72b073
Byrne, Jennifer
135bc0f8-7c8a-42d9-bdae-5934b832c4bf
Norman, Amanda
c6cb7f4e-59d7-4598-b1ca-88ce3a72b073

Byrne, Jennifer and Norman, Amanda (2020) A transformative model of continuing professional development in a day nursery: practitioners' perspectives on the implementation of symbolic gesturing. Professional Development in Education. (doi:10.1080/19415257.2020.1744687).

Record type: Article

Abstract

Drawing on experiential learning and transformative learning theory, a transformative model of continuing professional development (CPD) was employed to implement symbolic gesturing in a day nursery. The model of CPD aimed to empower practitioners working with infants to have autonomy over their professional learning. Perspectives of the nursery staff about the CPD were captured in narrative semi-structured interviews pre and post the three months of implementation, and from reflective diaries used during this period. Practitioners concluded that the model was successful because it allowed them flexibility to use symbolic gesturing in a way that was navigated independently by each practitioner as part of their daily routine rather than as a specific, formal course of instruction requiring formulaic adoption. Findings also indicate that the CPD model had beneficial learning outcomes in both cognitive and affective domains for practitioners and the infants in their care. Limitations of the small-scale study are acknowledged but the study highlights implications for practice and theorising about CPD in early years settings. The model could be of interest to researchers and practitioners wishing to develop effective CPD in other nursery settings to introduce symbolic gesturing, or more generally other professional development initiatives.

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Accepted/In Press date: 16 March 2020
e-pub ahead of print date: 24 March 2020
Keywords: Continuing professional development, early years, experiential learning, infants, nursery practitioner, symbolic gesturing

Identifiers

Local EPrints ID: 438954
URI: http://eprints.soton.ac.uk/id/eprint/438954
PURE UUID: 4c4a61a1-cd6e-4022-a800-3847f71d8494
ORCID for Jennifer Byrne: ORCID iD orcid.org/0000-0002-6969-5539

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Date deposited: 30 Mar 2020 16:30
Last modified: 27 Apr 2022 05:44

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Contributors

Author: Jennifer Byrne ORCID iD
Author: Amanda Norman

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