Professional Development and Professional Identity

Sigrid Brogaard Clausen; Michelle Cottle

Professional Development and Professional Identity

Sigrid Brogaard Clausen, Michelle Cottle

Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review

Abstract

This chapter will address Competency 9 entitled ‘Ongoing Professional Development’. Ongoing professional development ensures that we, as Early Childhood professionals, continually reflect on and develop our knowledge, understanding and practice in a variety of capacities, often in collaboration with other practitioners. We present research, theory and examples from practice attending to:
• critical reflective practice to enhance continuing professional development in Early Childhood (Competency 9.3), debating democratic and inclusive practice with attention to social and emotional encounters, as an underpinning value and foundation of the Early Childhood Graduate Practitioner Competencies (ECGPC) (Competency 9.4). The importance of professional dialogue and communication and its challenges are emphasised throughout these discussions (Competency 9.5)
• self-awareness and knowledge of anti-discriminatory practice, promoting social justice and the importance of valuing difference (Competency 9.1). As a part of this, we draw on examples of how students work to enable the voice of young children to be heard
(Competency 9.2) and include reflections on self-awareness of the emotional work in Early Childhood
• democratic, distributed and advocacy leadership (Competency 9.4), which is linked to the consideration of Early Childhood professional identity

Original language	English
Title of host publication	The Early Childhood Graduate Practitioner Competencies
Subtitle of host publication	A Guide for Professional Practice
Editors	Carolyn Silberfeld, The Early Childhood Studies Degree Network
Place of Publication	London
Publisher	SAGE Publications
Chapter	10
Pages	159
Number of pages	176
ISBN (Print)	9781529760101
Publication status	Published - 15 Nov 2022

Keywords

Early Childhood
Graduate practitioner
professional development
leadership
democracy
wellbeing

Cite this

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title = "Professional Development and Professional Identity",

abstract = "This chapter will address Competency 9 entitled {\textquoteleft}Ongoing Professional Development{\textquoteright}. Ongoing professional development ensures that we, as Early Childhood professionals, continually reflect on and develop our knowledge, understanding and practice in a variety of capacities, often in collaboration with other practitioners. We present research, theory and examples from practice attending to:• critical reflective practice to enhance continuing professional development in Early Childhood (Competency 9.3), debating democratic and inclusive practice with attention to social and emotional encounters, as an underpinning value and foundation of the Early Childhood Graduate Practitioner Competencies (ECGPC) (Competency 9.4). The importance of professional dialogue and communication and its challenges are emphasised throughout these discussions (Competency 9.5)• self-awareness and knowledge of anti-discriminatory practice, promoting social justice and the importance of valuing difference (Competency 9.1). As a part of this, we draw on examples of how students work to enable the voice of young children to be heard (Competency 9.2) and include reflections on self-awareness of the emotional work in Early Childhood• democratic, distributed and advocacy leadership (Competency 9.4), which is linked to the consideration of Early Childhood professional identity",

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Professional Development and Professional Identity. / Brogaard Clausen, Sigrid ; Cottle, Michelle.
The Early Childhood Graduate Practitioner Competencies : A Guide for Professional Practice. ed. / Carolyn Silberfeld; The Early Childhood Studies Degree Network . London: SAGE Publications, 2022. p. 159.

Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review

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