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Type :thesis
Subject :LB Theory and practice of education
Main Author :Bautista, Joyce Leviste
Title :The development of Sustainable Professional Development framework for Early Childhood Education teachers in the Philippines
Place of Production :Tanjong Malim
Publisher :Pusat Penyelidikan Perkembangan Kanak-kanak Negara
Year of Publication :2019
Notes :With cd\r\nPAKK
Corporate Name :Universiti Pendidikan Sultan Idris
PDF Guest :Click to view PDF file
PDF Full Text :The author has requested the full text of this item to be restricted.

Abstract : Universiti Pendidikan Sultan Idris
Professional Development (PD) programs for Early Childhood Education (ECE) teachers’ foster higher  teaching quality and learning of children when sustained, meet the objectives and mission of  education. This qualitative study sought to identify the dimensions and domains of the Framework  for Sustainable Professional Development (FSPD) of ECE Teachers. This is to address the new  standards and policies for teacher quality that inform Continuous Professional Development (CPD) in  the Philippines and respond to the global demands. Sources of data included CPD frameworks of five  countries, two Philippines’ standards and policies related to CPD, two CPD program observations,  multiple CPD documents, and interviews. For the individual and focus group interviews purposive  sampling was used to select 25 participants which included ECE teachers, school administrators and  other CPD providers. The Stake’s Countenance Model incorporating SWOT analysis was employed to  examine and analyse data. Findings of the study revealed that the dimensions and domains of the  FSPD include: (1) the basis should be relevant, reflective, and result-oriented; (2) the core  elements should be learner-focused, content-focused, community of practice-focused, and  assessment-focused; and (3) the approaches should be developmental, systematic, collaborative, and  contextualized. The dimensions and domains of the FSPD formed the contents of a manual to better  guide the users. The content validation process was done with the help of twelve (12) experts using  the Validation Rubric. The results revealed that in terms of structure, organization, content, and  meaning the FSPD manual met the standards to a very high extent. Implication of this study will  address the need to unify and  synchronize efforts to sustain the PD of ECE teachers to help  improve instructional competence and ultimately improve children’s learning and development in the  21ˢᵗ century.


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