The effects of continuing professional development on early childhood education and care (ECEC) practice according to practitioners’ views. Findings from a systematic literature review carried out in Europe
Abstract
The article illustrates the findings of a study jointly conducted by VBJK, IOE, PPMI and commissioned by Eurofound on the effects of continuing professional development on ECEC quality. The study reviews existing research evidence produced in EU-28 member states on this topic in order to draw policy relevant information that might support decision- makers in designing effective ECEC policies in their countries. In this sense, the research question was framed by the political priorities identified by the Council Conclusions on Early Childhood Education and Care (Council of the European Union, 2011). The study was conducted by adopting the systematic literature review methodology elaborated by the EPPI-Centre for informing evidence-based policies in the field of education
and social sciences and it reviewed qualitative evidence drawn from primary research studies carried out in all EU-28 languages.
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