Application of knowledge: an exploration of CPD through the LINC programme

Barr, Anna (2019) Application of knowledge: an exploration of CPD through the LINC programme. Masters thesis, Dublin, National College of Ireland.

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Abstract

This study set out to explore the experiences of early childhood teachers who have completed the Leadership for INClusion in the early years (LINC) programme in order to understand how it has impacted their ECEC practice in terms of supporting their application of knowledge. Current European research and discourse in relation to CPD within ECEC identifies its potential to support provision of high quality ECEC practice when the content, form and characteristics of the CPD are innovative and enable early childhood teachers to apply knowledge in their own practice.

Six participants’ experiences were captured through semi-structured interviews and analysed using thematic analysis as part of Interpretative Phenomenological Analysis methodological approach. Four themes emerged from the analysis: Making theory real, Learning as a social process, Reinforcing child-centred values and strategies, and Extending inclusive values, attitudes and beliefs.

The findings show that the LINC programme provided a blended learning format and content that built participants knowledge, practice and values in the areas of inclusion and child-centred practice. The reflective processes built into the online design supported participants with combining theory within their daily ECEC practice. Participants identified that opportunities for reflecting and engaging in discourse within communities of practice during both online and face to face elements of the CPD were significant in supporting them to combine knowledge.

This led to Participants forming specialised professional knowledge as they applied it in their ECEC practice. This resulted in a growing practical wisdom in making decisions on how to do things to benefit the children, families and team within their ECEC setting, which contributes to high-quality ECEC provision.

The knowledge generated from these findings is valuable to the ECEC sector in terms of understanding the characteristics, content and form of CPD that support high quality ECEC provision.

Item Type:	Thesis (Masters)
Subjects:	L Education > LC Special aspects / Types of education > Blended Learning L Education > LB Theory and practice of education > Early childhood education
Divisions:	School of Business > Master of Arts in Learning and Teaching
Depositing User:	Caoimhe Ní Mhaicín
Date Deposited:	11 Oct 2019 09:32
Last Modified:	11 Oct 2019 09:32
URI:	https://norma.ncirl.ie/id/eprint/3837

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