Page 113 - Ana Mlekuž in Igor Ž. Žagar, ur. • Raziskovanje v vzgoji in izobraževanju: Digitalizacija vzgoje in izobraževanja – priložnosti in pasti. Ljubljana: Pedagoški inštitut, 2023. Digitalna knjižnica, Dissertationes 46
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enhancing knowledge and skills in autism spectrum disorders ...
Although continuous professional development (CPD) is available in
most European countries, there is still a lack of consensus on its defini-
tion (Buysse et al., 2009). In this study, we adopted the definition from the
Eurydice Report (European Commission/EACEA/Eurydice, 2019) which
describes CPD as formal in-service training that enables ECEC staff to ex-
pand, develop and update their knowledge, skills and attitudes throughout
their career and in some cases, may also lead to additional qualifications.
It can include subject-based and pedagogical training and can be provided
in the form of courses, seminars, peer observation, and support from prac-
titioner networks. Studies show that the effectiveness of CPD programmes
in ECEC settings can vary significantly and is reliant on how well they are
integrated into the ECEC centre's practice and their focus on critical reflec-
tion regarding practitioners' practices (Eurofound, 2015; Mitchell & Cubey,
2003). The most effective CPD interventions are those that are locally tai-
lored, as well as incorporate practitioners' aspirations, skills, knowledge,
and understanding. These interventions should be embedded in a coherent
pedagogical framework or curriculum that is grounded in research. More-
over, they should actively involve practitioners in improving educational
practice and provide mentorship or coaching and should aim to increase
awareness of practitioners' own thinking, actions, and influence, as well as
support inclusive educational practices for diverse children and families
(Mitchell & Cubey, 2003; Molinuevo & Ahrendt, 2015).
According to European Commission/EACEA/Eurydice (2019), man-
datory CPD for core practitioners working with younger children is only
required in a quarter of the education systems in the EU, and for core prac-
titioners working with older children, it is less than half. For assistants,
mandatory CPD is very rare, as there are only three European education
systems where all assistants must undertake CPD. For countries in the EU
where there is a minimum requirement for CPD for core practitioners, the
duration of CPD can range from 5 hours (Montenegro; 24 hours over 5
years) to 90 hours (Romania) per year. Meanwhile, for assistants, the mini-
mum time can range from 3 hours (France; 2 days over 5 years) to 40 hours
(Luxembourg) per year. In other education systems in the EU, CPD is seen
as a professional duty (without a minimum amount of time being speci-
fied) or is considered optional. While this does not imply a lack of CPD op-
portunities for ECEC staff, there may be fewer chances or fewer incentives
to participate.
113
Although continuous professional development (CPD) is available in
most European countries, there is still a lack of consensus on its defini-
tion (Buysse et al., 2009). In this study, we adopted the definition from the
Eurydice Report (European Commission/EACEA/Eurydice, 2019) which
describes CPD as formal in-service training that enables ECEC staff to ex-
pand, develop and update their knowledge, skills and attitudes throughout
their career and in some cases, may also lead to additional qualifications.
It can include subject-based and pedagogical training and can be provided
in the form of courses, seminars, peer observation, and support from prac-
titioner networks. Studies show that the effectiveness of CPD programmes
in ECEC settings can vary significantly and is reliant on how well they are
integrated into the ECEC centre's practice and their focus on critical reflec-
tion regarding practitioners' practices (Eurofound, 2015; Mitchell & Cubey,
2003). The most effective CPD interventions are those that are locally tai-
lored, as well as incorporate practitioners' aspirations, skills, knowledge,
and understanding. These interventions should be embedded in a coherent
pedagogical framework or curriculum that is grounded in research. More-
over, they should actively involve practitioners in improving educational
practice and provide mentorship or coaching and should aim to increase
awareness of practitioners' own thinking, actions, and influence, as well as
support inclusive educational practices for diverse children and families
(Mitchell & Cubey, 2003; Molinuevo & Ahrendt, 2015).
According to European Commission/EACEA/Eurydice (2019), man-
datory CPD for core practitioners working with younger children is only
required in a quarter of the education systems in the EU, and for core prac-
titioners working with older children, it is less than half. For assistants,
mandatory CPD is very rare, as there are only three European education
systems where all assistants must undertake CPD. For countries in the EU
where there is a minimum requirement for CPD for core practitioners, the
duration of CPD can range from 5 hours (Montenegro; 24 hours over 5
years) to 90 hours (Romania) per year. Meanwhile, for assistants, the mini-
mum time can range from 3 hours (France; 2 days over 5 years) to 40 hours
(Luxembourg) per year. In other education systems in the EU, CPD is seen
as a professional duty (without a minimum amount of time being speci-
fied) or is considered optional. While this does not imply a lack of CPD op-
portunities for ECEC staff, there may be fewer chances or fewer incentives
to participate.
113
