Show simple item record

dc.contributor.authorMart, M
dc.contributor.authorCampbell-Barr, Verity
dc.date.accessioned2020-07-13T11:28:19Z
dc.date.available2020-07-13T11:28:19Z
dc.date.issued2020-02-28
dc.identifier.issn0300-4279
dc.identifier.issn1475-7575
dc.identifier.urihttp://hdl.handle.net/10026.1/16008
dc.description.abstract

Professional development is a key skill for all teachers and needs to be promoted. However, there are quite different practices within countries because of different qualification requirements [Moss, P., G. Dahlberg, S. Grieshaber, S. Mantovani, H. May, A. Pence, S. Rayna, P. Oberhuemer, I. Schreyer, and M. Neuman. 2010. Professionals in Early Childhood Education and Care Systems: European Profiles and Perspectives. Opladen: Barbra Budich Publishers]. To decrease the practical gap between the countries, early years teachers in one developing and one developed country have been chosen to use social media as a way of interacting with each other and furthering their professional development. Kolb’s Experiential Learning Model has been adapted as a theoretical underpinning for the research. To identify the impact of the model, interviews and observations have been used to collect data. Findings show that there have been positive outcomes that support professional development for the participating teachers.

dc.format.extent1-16
dc.languageen
dc.language.isoen
dc.publisherInforma UK Limited
dc.subjectPediatric
dc.subject4 Quality Education
dc.titleProfessional development opportunities for early years teachers using social media: the case of England and Turkey
dc.typejournal-article
dc.typeJournal Article
plymouth.issue4
plymouth.volume49
plymouth.publication-statusPublished
plymouth.journalEducation 3-13
dc.identifier.doi10.1080/03004279.2020.1734041
plymouth.organisational-group/Plymouth
plymouth.organisational-group/Plymouth/Admin Group - REF
plymouth.organisational-group/Plymouth/Admin Group - REF/REF Admin Group - FoAH
plymouth.organisational-group/Plymouth/Faculty of Arts, Humanities and Business
plymouth.organisational-group/Plymouth/Faculty of Arts, Humanities and Business/Plymouth Institute of Education
plymouth.organisational-group/Plymouth/REF 2021 Researchers by UoA
plymouth.organisational-group/Plymouth/REF 2021 Researchers by UoA/UoA23 Education
plymouth.organisational-group/Plymouth/Research Groups
plymouth.organisational-group/Plymouth/Research Groups/Institute of Health and Community
plymouth.organisational-group/Plymouth/Users by role
plymouth.organisational-group/Plymouth/Users by role/Academics
dcterms.dateAccepted2020-02-18
dc.rights.embargodate2021-8-28
dc.identifier.eissn1475-7575
dc.rights.embargoperiodNot known
rioxxterms.versionofrecord10.1080/03004279.2020.1734041
rioxxterms.licenseref.urihttp://www.rioxx.net/licenses/all-rights-reserved
rioxxterms.licenseref.startdate2020-02-28
rioxxterms.typeJournal Article/Review


Files in this item

Thumbnail
Thumbnail

This item appears in the following Collection(s)

Show simple item record


All items in PEARL are protected by copyright law.
Author manuscripts deposited to comply with open access mandates are made available in accordance with publisher policies. Please cite only the published version using the details provided on the item record or document. In the absence of an open licence (e.g. Creative Commons), permissions for further reuse of content should be sought from the publisher or author.
Theme by 
Atmire NV