Professional Development (PD) can be a powerful lever for improving the quality of teacher-child interactions in early childhood education and care (ECEC) and teachers’ feelings of support and competence. However, there is a dearth of studies examining different formats of PD and their links with workplace features. The present study aims to understand (a) different types of PD participation (structured and center-embedded) and their levels of interest of preschool teachers in four European countries (Cyprus, Greece, Portugal, and Romania), and (b) the extent to which they are associated with PD incentives and perceived support. Participants were preschool teachers from Cyprus (N = 93; M_age = 41; SD = 7.47), Greece (N = 92; M_age = 40; SD = 9.81), Portugal (N = 92; M_age = 45; SD = 9.65), and Romania (N = 97; M_age = 40; SD = 10.40). The vast majority of participants were women (95-99%). Participants reported on PD attendance – structured (courses/seminars, conferences) and center-embedded (e.g., observation visits, peer and/or self-observation) –, levels of interest in PD; PD incentives (e.g., release from working with children; reimbursement/payment of costs); and perceived workplace support. Results from the Multi-Group Path Models showed that, in all countries, the provision of incentives was associated with increased participation in center-embedded PD, but not in structured PD. Additionally, the perceived support from their setting was positively associated with greater interest in PD. Understanding what best supports different types of PD can be critical to inform policy efforts aiming to increase PD attendance.

专业发展（PD）可以成为提高幼儿教育和保育（ECEC）中师生互动质量以及教师支持感和能力的强大杠杆。然而，缺乏对不同形式的职业发展及其与工作场所特征之间联系的研究。本研究旨在了解 (a) 四个欧洲国家（塞浦路斯、希腊、葡萄牙和罗马尼亚）学前教师的不同类型的专业发展参与（结构化和中心嵌入）及其兴趣水平，以及 (b) 参与程度它们与 PD 激励和感知支持相关联。参与者是来自塞浦路斯（N  = 93；M_年龄= 41；SD  = 7.47）、希腊（N  = 92；M_年龄= 40；SD  = 9.81）、葡萄牙（N  = 92；M_年龄= 45；SD  = 9.65）和罗马尼亚（N  = 97；M_年龄= 40；SD  = 10.40）。绝大多数参与者是女性（95-99%）。参与者报告了个人发展的出席情况——结构化的（课程/研讨会、会议）和中心嵌入的（例如观察访问、同伴和/或自我观察）——以及对个人发展的兴趣程度；职业发展激励措施（例如，不再从事与儿童相关的工作；报销/支付费用）；以及感知到的工作场所支持。多组路径模型的结果表明，在所有国家，激励措施的提供与中心嵌入式帕金森病的参与增加有关，但与结构化帕金森病的参与无关。此外，从他们的环境中获得的支持与对 PD 的更大兴趣呈正相关。了解什么最能支持不同类型的帕金森病对于为旨在提高帕金森病出勤率的政策工作提供信息至关重要。