Challenges and barriers to Austrian early childhood educators' participation in online professional development programmes

Abstract

AbstractOnline professional development programmes have a long tradition in adult education. However, in early childhood education, such programmes are only just beginning to be developed. Before online professional development courses can be made inclusive, accessible and widely available to early childhood educators, they must meet a few basic requirements. The present study provides insights into essential aspects that need to be considered when setting up online professional development programmes, a field which is still in its infancy in Austria. The results of a representative survey (n = 317) demonstrated that early childhood educators' digital competencies are highly variable and cannot be taken for granted. The survey results also stress the need to provide educators with functional digital devices appropriate to their work environment. Early childhood educators' interest in online professional development programmes is very high, in recognition of the advantages afforded by flexible participation options independent of users' time constraints or location. The development of attractive, compelling and accessible online professional development courses can contribute to current professionalisation efforts in the field of early childhood education. Practitioner notesWhat is already known about this topic Online professional development has already a very long tradition in the field of adult vocational training but not in Early Childhood Education. The possibility of attending online professional development programmes independent of a participant's time constraints or location is viewed as a particularly beneficial advantage. Online professional development programmes positively affect the professionalisation of educators. For this reason, they must increasingly be integrated into the field of early childhood education. What this paper adds In the field of early childhood education in German‐speaking regions, online professional development training courses are only beginning to be developed. This paper examines the challenges and barriers for early childhood educators associated with implementing online professional development programmes for early childhood educators. The survey was conducted during the COVID‐19 pandemic and includes current data on the ongoing digitalisation boom. Implications for practise and/or policy Online professional development courses should not be understood as competition for conventional face‐to‐face programmes. Instead, they act as a useful supplement. Media competencies are a fundamental prerequisite for everyday professional life—early childhood educators need functional media devices, stable internet connections, and support structures in IT and computer literacy. Early childhood educators require effective instruction in using online professional development programmes to expand online professional development programmes in their field. They must also address compelling topics in early childhood education relevant to educators' practise.