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A Timescape: Personal Narratives - Professional Spaces
... In particular, reflection should be structured and based on educators' experiences, concerns, beliefs, ideas, and values (Hedges and Lee 2010;Yonemura 1986). In addition, adequate support throughout the reflection process (Bergen 2009;Yonemura 1986), early childhood professional learning opportunities that concern the whole staff of a centre (Mitchell and Cubey 2003), and centre directors who provide valuable leadership (Fleet and Patterson 2009;Jaruszewicz and White 2009), have also been identified as important conditions for reflective professional learning. ...
... This approach appears to be supported by university researchers who guide educators to create a community of practice and to reflect on their professional experiences, with a view to identifying their own solutions to difficulties through pedagogical documentation, narrative inquiry, or action research (e.g. Fleet and Patterson 2009;Picchio et al. 2012). While these projects view participants as actively engaged in their own learning processas opposed to as inferior practitioners who need to develop in order to be able to properly do their job (Fleet and Patterson 2009;Webster-Wright 2009)these studies rarely reflect the reality of most early childhood settings, in that the services of the researchers are provided in exchange for participation, and often include release time for the educators to participate in the project. ...
... Fleet and Patterson 2009;Picchio et al. 2012). While these projects view participants as actively engaged in their own learning processas opposed to as inferior practitioners who need to develop in order to be able to properly do their job (Fleet and Patterson 2009;Webster-Wright 2009)these studies rarely reflect the reality of most early childhood settings, in that the services of the researchers are provided in exchange for participation, and often include release time for the educators to participate in the project. ...
This article explores the views of professionals from the Centre for Assistance and Support to Initiatives, Organisations, and Professionals in Early Childhood (CASIOPE) and its member organizations on how reflective practice in early childhood professional learning is understood, put into practice, and evaluated. Findings from this case study reveal that CASIOPE used principles of constructivist learning theories to develop their own reflective process, but that this process is understood incompletely and variably by the majority of its members. Findings are presented in the context of a current struggle to define early childhood professional learning between, on the one hand, a means of improving programme quality, and, on the other hand, a right to which all early childhood professionals are entitled. This study suggests that, in practice, both goals are important to childcare administrators in Montreal, while CASIOPE’s staff members prioritize building relationships, helping people, adapting their services to the needs of all those involved, and professional empowerment.
... When we asked the educators six months after graduation about their current practice, all affirmed that they engage in reflective practice on a regular basis. With regards to which activities at the HGC were most useful in developing this competence, they all mentioned the daily tutoring sessions with the supervisors whom they viewed as models of excellent practice and with their peers, similar to previous research results (Foong et al., 2018;Fleet and Patterson, 2009;Picchio et al., 2012). These results seem to confirm the importance of skilled and sensitive instructors and facilitators to support the development of reflective practice (Foong et al., 2018;Larrivee, 2008;Lehrer, 2013;Pirard and Barbier, 2012) as well as regular occasions to practice in a real-world context (Hedges and Lee, 2010). ...
This chapter presents an innovative practicum program, situated within both the local context of early childhood educator training in Québec, as well as the broader context of challenges suggested by the research literature related to supporting children and families with complex support needs. We present a mixed methods case study that aims to explore how the educator-candidates evolved as reflective practitioners during and after their placements. Results suggest that, six months after the end of their early childhood education program, novice educators reported that they integrate reflective practice into their daily activities, have transferred their learning from the college to the workplace, and consider reflective practice an important part of an early childhood educator’s role. However, they focus on surface or technical reflection and pedagogical reflection; few of them appear to have reached the critical level of reflection.
... Therefore, much of the research contesting technical-rationalist discourses argues that teacher learning outside of these discourses is able to account for the highly contextualised, relational and multifarious manner in which teacher learning is enacted. Reading this research, what exists are accounts of teacher learning moving 'beyond developmentalism' (Edwards, 2009a) and 'beyond transmission' (Fleet & Patterson, 2009) by taking up 'postdevelopmental perspectives' (Edwards, 2009b). There are also claims of the ECE field fostering learning communities that are capable of acknowledging the highly complex and contextualised nature of teachers' learning (see, for example, Carr et al, 2002;Fleer, 2006;Bornstein & Bradley, 2007;Goodfellow & Hedges, 2007;Colmer, 2008;Georgeson, 2009;Nuttall et al, 2009). ...
Since early childhood has become the focus of national and supranational political spaces, issues around teacher learning have also gained a firm position in the debates. This has seen the literature on teacher learning largely being positioned within a managerial/alternative dichotomy, arising from a resistance to technical-rationalist discourses present in contemporary policy. This article examines data from a participatory action research project investigating the learning of three early childhood teachers working in an early childhood centre located in an independent school in Australia. It illustrates shifts in data analysis methods, which permitted teacher learning to be understood outside of this dichotomy and instead as that which is always already taking place in the in-between. Working with Deleuze and Guattari's concepts of lines and forces, the in-between became an intensive space of affect where teacher learning was produced in/through the circulation of multiple discourses that were always already leaking.
Documentation, assessment and evaluation processes in early learning contexts should include participation and contribution from all educators. This helps to ensure diversity of knowledge, perspective and background that can create more inclusive and equitable early learning curricula. This article presents findings from a collective case-study undertaken with educators and pre-school aged children at three early learning services. The educators took part in practitioner inquiry projects focusing on technology integration in play-based learning. The study found a significant inequity in educator contribution to documentation, assessment and evaluation throughout the practitioner inquiry projects. Access to professional learning content, self-reported confidence and lack of allocated time were identified as key factors that impacted educator contribution to documentation and assessment, particularly in reflective journaling. A hierarchy of contribution was also evident in group meetings. Practitioner inquiry was identified as an effective way to promote more equitable contribution and democratic dialogue. The importance of creating a culture of equity of contribution was also identified.
The introduction of the National Quality Standard (NQS) (ACECQA, 2011b), invites an investigation into how this major policy reform is being communicated and what impact it has amongst staff working in early childhood (EC) centres. The aim of this research study was to explore how relationships amongst EC educators influenced the organisational cultures of EC centres, and how the NQS was being communicated amongst educators. Data was collected through a questionnaire and semi-structured individual interviews with the directors/educational leaders, teachers, and assistants from three community-based long day care centres in the Sydney metropolitan area, as well as an interview with the Director of the auspicing agency. Information available on public access through the website of the auspicing agency, and other related documents available to parents through their centres, were also analysed to gain further insights on the nature of the organisational cultures of the participating centres. Thematic analysis of data from a social systems perspective identified emergent trends and issues of relevance to quality provisioning of EC programs. Findings suggest that the leadership of the centre directors and the Head Office of the auspicing agency, and a notion of interdependence between staff, played a key role in developing the organisational cultures of the centres. A democratic-style of leadership was identified through intentional communication strategies which provided a sense of belonging and attachment to the settings, and collaborative reflection on practice provided a foundation for the implementation of the NQS. Insights gained from this research can be used to inform training provisions for EC staff, specifically in support of the implementation of the national quality assessment and rating requirements.
Keywords: Organisational cultures, leadership, professional relationships, communication strategies, early childhood quality
The shift toward a pedagogical foundation for professional practice in early childhood along with the introduction of curriculum frameworks in early learning and child care, calls for approaches to professional learning that move beyond transmission modes of learning towards engaged, localized, participatory models that encourage critical reflection and investigation of pedagogy within specific settings. In this paper, we describe ongoing participatory research that explores educator co-inquiry as an approach
to animating a curriculum framework. A story of curriculum meaning making that opened a hopeful space for critical pedagogical reflection and changed practice serves as a basis for deeper reflection.
This case study explores the development of a community of practice (CoP) of early childhood (EC) teachers following the introduction of a screening process for pre-school children. Empirical insights arising from a project show how EC teachers engaged with Allied Health Professionals to undertake inter-professional work to address the potential impacts of disadvantage on young learners. The inter-professional project aimed to create opportunities for program enhancement for the participating kindergartens in an identified vulnerable community. The lens of Wenger’s Communities of Practice was used for data analysis of the interview and focus group data collected to inform this discussion. A number of benefits arose during the course of this case study, as the development of the CoP had flow-on effects to individual and collective practice, including engagement with stakeholders, such as parents. Another benefit, and second focal point of this paper, was how the development of a CoP impacted on the professional identity of the teachers involved.
This paper illustrates an evaluation model emerging from Australian research. With reference to a range of contexts, its usefulness is demonstrated through application to two professional development initiatives designed to improve continuity of learning in the context of the transition to school. The model reconceptualises approaches to considering and reporting educational change. Responding to an Australian state government’s recognition that aspects of the transition to school process necessitated changed dialogue between teachers and educators in prior to school and the formal school sector, the research team facilitated two eight-month multi-site explorations of core concepts, philosophies and practices. Ethics protocols were followed throughout the collaborative project. While this research acknowledges Wenger’s (2009. ‘Social learning capability: Four essays on innovation and learning in social systems.’ Social Innovation, Sociedade e Trabalho. Booklets 12 – separate supplement, MTSS/GEP & EQUAL Portugal, Lisbon.) claim that ‘social learning capability’ is ‘the most fundamental aspect of the communities of practice approach’ [Omidvar, O., and R. Kislov. 2014. ‘The evolution of the communities of practice approach: Toward knowledgeability in a landscape of practice- An interview with Etienne Wenger-Trayner.’ Journal of Management Inquiry 23: 266–275., p.268], experience in this cross-sector initiative suggests that the intersections of relationship, facilitative infrastructure and ‘spirals of engagement’ [Fleet, A., and C. Patterson. 2001. ‘Professional growth reconceptualised: Early childhood staff searching for meaning.’ Early Childhood Research and Practice 3 (2), ERIC Number: ED458042.] are also key in educational change, and should thus be visible in an evaluation model.
The application of technology to the literacy context presents challenges for teachers in the early years of formal education. One way of thinking about technology may be to consider the intersection of theories of literacy learning and understandings of technology use in the practice of early years teachers. The research reported in this chapter adopted a narrative methodology to explore two teachers’ literacy practices with technology in the early childhood context. The findings suggested that flexible approaches to the application of technology in early years literacy learning contexts could contribute to effective pedagogical practice.
There is a growing trend toward forming multidisciplinary research teams in order to address the complex and challenging problems that now face education (Cummings & Wong, 2012). The field of early childhood education and development has traditionally brought together early childhood academics, early childhood educators, psychologists, speech pathologists, infant health nurses, midwives, and the like (Atkinson, Jones & Lomat, 2007; Tomlinson, 2003). However, as more funding is directed toward early childhood education, we are also seeing how research within this area has caught the attention of neuroscientists, pediatricians, and even economists (Fleer, 2010). Yet there is robust evidence that inter-agency collaborations struggle to produce the desired outcomes they profess to deliver (e.g., Edwards et al., 2009). The literature suggests that there are fundamental reasons why partnerships struggle to form and be effective (Cheminais, 2009; Edwards et al., 2009). Most of the problems center on how collaborators within partnerships view themselves in relation to their role and in relation to others. Challenges arise when professionals have to talk across professional boundaries where different knowledge traditions intersect.
In giving voice to the experiences of leading educational change in a primary school, this paper frames a story of a change initiative told from multiple perspectives, those of Emma as a school leader and of Alma and Catherine as outsider facilitators. As well as highlighting Emma’s story alongside that of her university colleagues, the situated narrative uses a recognised theoretical framework for effective school improvement to examine key elements. The shared narrative unfolds over three years, deepening our understanding of crucial elements associated with educational change. It confirms the importance of multi-layered interactive approaches and of affective components in change initiatives. This portrait demonstrates that entertaining multiple perspectives and supporting distributed leadership can provide core components of educational change.
This article explores the influences on and nature of continuing professional development in the New Zealand early childhood education sector. In addition to discussing the nature of professional development and providing an explanation of the policy context that informs the delivery of professional development, the paper draws on evaluations of national programmes and research studies involving the authors that offer alternative approaches to professional learning. This discussion of literature, policy and research raises a number of implications for continuing professional development including: the need to balance individual reflection with collaborative learning and shared critical reflection; the possibilities for using technology to support professional learning; and the need for dissemination of research findings and debate to support teachers to choose effective approaches.
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