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- Title
Early childhood educator and director experiences of speech pathology-led professional development: A qualitative study.
- Authors
Birro, Sera Nur; Faulkner, Heather; Britton, Alison; Campbell, Emma; Aghajanian, Fiona; Horesh, Alicia; Lau, Vanessa; Munro, Natalie; McCabe, Patricia; Masso, Sarah
- Abstract
Background: Quality early childhood interactions, especially quality adult–child interactions, are known to form the foundation of future skills associated with social, academic and communicative development. Speech-language therapists (SLTs) can engage with educators in professional development to improve communication environments for children. Understanding the perspectives of early childhood directors and educators in relation to the feasibility, sustainability and impact of professional development is needed. Aim(s): This study investigated the experiences of early childhood educators and directors who participated in a SLT-led professional development training program. Method: Participants were four directors and six early childhood educators. Directors participated in one focus group; educators participated in individual semi-structured interviews. All participants were female and had between 5 and 38 years of experience. They were interviewed following the completion of an eight-week training program. Verbatim transcripts of the director focus group and educator interviews were thematically analysed using NVivo12. Result(s): Three overarching themes were developed. These were the appropriateness and acceptability of the training, impact and professional engagement with eight subsequent themes also identified. Although participants reported positive experiences participating in the training, several practical and translational challenges were identified. Conclusion: The professional development training implemented by SLTs was influenced by a number of factors that assisted or hindered educator and director experience of the program. The appropriateness, acceptability and feasibility of a professional development (PD) program should carefully consider participants' learning needs and workplace environments.
- Subjects
INTERDISCIPLINARY education; SPEECH therapists; EXECUTIVES; INTERPROFESSIONAL relations; QUALITATIVE research; FOCUS groups; INTERVIEWING; WORK environment; WORK experience (Employment); EARLY intervention (Education); TEACHERS; THEMATIC analysis; PROFESSIONAL employee training; COMMUNICATION; RESEARCH methodology; COLLEGE teacher attitudes; ATTITUDES of medical personnel; INTERPERSONAL relations; LANGUAGE acquisition; EDUCATION
- Publication
Child Language Teaching & Therapy, 2024, Vol 40, Issue 2, p103
- ISSN
0265-6590
- Publication type
Article
- DOI
10.1177/02656590241232592