In-service ECEC teachers’ professional development aimed at educating children at risk of social exclusion

Continuous in-service professional development (CPD) refers to a number of different educational activities and strategies intended to improve the knowledge, skills, and attitudes that contribute to the quality of work in Early Childhood Education and Care (ECEC) institutions. This study focuses on the analysis of the way in-service ECEC teachers in Croatia describe the existing support they receive and their needs for professional development pertaining to their work with children at risk of social exclusion (RSE). A total of 42 ECEC teachers from 15 Croatian ECEC institutions were interviewed. The data analysis was based on a qualitative approach known as inductive thematic analysis. The analysis results show that teachers face many and wide-ranging risks of children’s social exclusion in their daily practice, and to the greatest extent rely on support within their home institutions. Shared reflections of teachers who work with the same group of children, peer learning in learning communities, and coaching and consultation provided by expert associates are highlighted as positive forms of support. These findings contribute to broader discussions on inclusive professional learning in ECEC by showing that effective CPD for work with children at risk of social exclusion should be practice-oriented, embedded in professional collaboration, and responsive to the diverse and context-specific challenges teachers encounter.