000			03802cam a2200481Ii 4500
001			BRILL9789087907501
003			nllekb
005			20260610105132.0
007			cr un uuuua
008			190403s2009 gw sb 001 0 eng d
020			_a9789087907501 _q(electronic book)
020			_z9789087907495 _q(print)
024	7		_a10.1163/9789087907501 _2DOI
035			_a(OCoLC)320893310
040			_aNL-LeKB _cNL-LeKB _erda
050		4	_aLB1775.6
072		7	_aEDU _x000000 _2bisacsh
072		7	_aJN _2bicssc
082	0	4	_a372.1102 _223
245	1	0	_aProfessional Learning in Early Childhood Settings / _cSusan Edwards, Joce Nuttal.
264		1	_aLeiden, _aBoston : _bBrill | Sense, _c2009.
300			_a1 online resource.
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _2rdacarrier
490	0		_aProfessional Learning; _vv. 9
490	0		_aEducational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
504			_aIncludes bibliographical references and index.
505	0	0	_tPreliminary Material / _rSusan Edwards and Joce Nutall -- _tIntroduction / _rSusan Edwards and Joce Nuttall -- _tA Timescape / _rAlma Fleet and Catherine Patterson -- _tRevolutionising Practice by Doing Early Childhood Politically / _rMindy Blaise -- _tCreating Space for Professional Learning / _rJudy Walker -- _tEthical Practice as Relational Work / _rCarmen Dalli and Sue Cherrington -- _tBeyond Developmentalism / _rSusan Edwards -- _tStructure, Agency, and Artefacts: Mediating Professional Learning in Early Childhood Education / _rJoce Nuttall , Lisa Coxon and Sarah Read -- _tThe Professionalisation of the Early Years Workforce / _rJan Georgeson -- _tFuture Directions in Researching Professional Learning in Early Childhood Settings / _rJoce Nuttall and Susan Edwards -- _tIndex / _rSusan Edwards and Joce Nutall.
506			_aAvailable to subscribing member institutions only.
520			_aAttention has increasingly turned to the preparation and ongoing education of early childhood educators as governments have become increasingly aware of the importance of early childhood education as a key part of educational provision. This collection of case studies in continuing professional learning, drawn from Australia, New Zealand, and the United Kingdom, raises important questions about the nature and purpose of continuing professional learning in ECE by drawing on theories broadly described as 'post-developmental', including postmodernism, cultural-historical theory, sociocultural theory, narrativity, and critical theory. This book will provide a valuable addition to the libraries of teacher educators, professional developers, researchers, practitioners, and students of early childhood education. Taken as a whole, the chapters provide key insights into the complexities of how adults learn in, and about, early childhood settings, and examines the possibilites offered by reaching beyond traditional developmental views of teaching in ECE.
650		0	_aEarly childhood teachers _xIn-service training.
650		0	_aEarly childhood teachers _xIn-service training _zAustralia _vCase studies.
650		0	_aEarly childhood teachers _xIn-service training _zNew Zealand _vCase studies.
650		0	_aEarly childhood teachers _xIn-service training _zGreat Britain _vCase studies.
700	1		_aEdwards, Susan, _eeditor.
700	1		_aNuttal, Joce, _eeditor.
776	0	8	_iPrint version: _tProfessional Learning in Early Childhood Settings _dLeiden, Boston : Brill | Sense, 2009, _z9789087907495
830		0	_aProfessional Learning _v9.
830		0	_aEducational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001.
856	4		_zDOI: _uhttp://dx.doi.org/10.1163/9789087907501
999			_c25001 _d25001