A qualitative examination of early childhood educators’ participation in professional learning
Published Article
This article (1) describes a model of professional learning trialed in western Canada that supports educators to engage with social constructionist scholarship on quality and (2) reports on the educators’ and pedagogical facilitators’ experiences with this model. Using a qualitative methodology, the article analyzes data from interviews, focus groups, and open-ended questionnaires completed by educators and pedagogical facilitators. The findings of this study have implications not only for the professional learning of early childhood educators but also for early education systems in Canada and abroad.