Title: Challenges on Continuing Professional Development on Inclusion in Early Years in Spain
Stream: Adult, Lifelong & Distance Learning
Presentation Type: Live-Stream Presentation
Anabel Corral Granados, University of Trondheim NTNU, Norway
Through a school case study, this research is unique in identifying the macro and microelements that influence the continuing professional development of nursery staff in a Spanish educational setting. Sociological theories have been integrated innovatively. The levels of inclusion within the school are described, and interactions are mapped using a bio-ecological framework. Organizational approaches are employed to highlight the professional learning experienced by nursery staff through types of learning (formal, informal, and non-formal) and organizational learning analysis (single, double, and triple loops of learning). Qualitative data was collected through unstructured interviews gathered in two different academic periods, and observations and document analysis merged during an entire academic year. Thus, the first-hand voices of the learning community from one early year’s classroom in a state school located in Andalusia, south of Spain: 12 early years staff including teachers, teaching assistants, managerial team and external professionals, and six parents including two with children diagnosed with SEN will be presented. This Spanish case study shows how a lack of essential elements such as communication and responsibility networks and a non-permeable system and resource management policies means that the system cannot offer a staff opportunity for professional development to meet children’s educational needs.
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