UPSI Digital Repository (UDRep)
|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
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