Participatory Professional Development and Preschool Quality: Evidence from a Mixed-methods Study

Authors

  • Jens Dietrichson VIVE–The Danish Center for Social Science Research, Denmark
  • Charlotte Ringsmose Aalborg University, Denmark
  • Mogens Christoffersen VIVE–The Danish Center for Social Science Research, Denmark
  • Lone Svinth Aarhus University, Denmark
DOI: https://doi.org/10.23865/nse.v41.2342

Abstract

We used a mixed-methods approach to evaluate a professional development intervention where researchers, preschool teachers, and assistants collaborated to develop ways to improve adult-child interaction. The quantitative evaluation used a cluster-randomized trial where we randomly assigned sixteen preschool units in a Danish municipality to either a treatment group or a control group. The qualitative investigation used focus group interviews. The quantitative evaluation found no significant effects of the intervention on children’s social-emotional, language, and preliteracy skills. The qualitative analysis showed examples of changed beliefs and practices, and indications that the intervention’s focus on selected staff rather than all staff reduced its impact.

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Published

2021-05-06

How to Cite

Dietrichson, J. ., Ringsmose, C. ., Christoffersen, M., & Svinth, L. (2021). Participatory Professional Development and Preschool Quality: Evidence from a Mixed-methods Study. Nordic Studies in Education, 41(2), 80–110. https://doi.org/10.23865/nse.v41.2342

Issue

Section

Articles

Keywords:

preschool, professional development, social-emotional development, language development, mixed-methods