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dc.contributor.authorCorral-Granados, Anabel
dc.identifier.citationJournal of educational change. 2022, 25 19-41.en_US
dc.description.abstractThrough a school case study, this research identifies the macro- and micro-elements that influence the continuing professional development of nursery staff in a Spanish educational setting. Organizational theories 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, observations, and document analysis and was gathered in two sessions of three months during one academic year. This study focuses on voices from the learning communities in one early year's classroom in a state school located in Andalusia, in the south of Spain. Twelve early years staffers—including teachers, teaching assistants, managerial team, and external professionals—and six parents and 24 children were observed, including two children diagnosed with special education needs (SEN). This case study shows that a dearth of essential elements such as communication and responsibility networks, a non-permeable system, and resource management policies result in a lack of capability to offer professional development to nursery staff to meet children's educational needs.en_US
dc.publisherSpringer Natureen_US
dc.rightsNavngivelse 4.0 Internasjonal*
dc.titleChallenges in continuing professional development on inclusion in early years in Spainen_US
dc.title.alternativeChallenges in continuing professional development on inclusion in early years in Spainen_US
dc.typeJournal articleen_US
dc.typePeer revieweden_US
dc.source.journalJournal of educational changeen_US

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Navngivelse 4.0 Internasjonal
Except where otherwise noted, this item's license is described as Navngivelse 4.0 Internasjonal