Rebekah Mccarron’s scientific contributions

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Publications (1)


Figure 1. Play, Participation, and Possibilities.
Figure 2. Co-inquiry: A working model.
Figure 5. A tea party for families.
Animating a Curriculum Framework Through Educator Co-Inquiry: Co-Learning, Co-Researching, and Co-Imagining Possibilities
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February 2019

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1,503 Reads

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2 Citations

Journal of Childhood Studies

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Rebekah Mccarron

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.

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Citations (1)


... 37). We followed a similar path in Alberta, working with early childhood educators to document stories of curriculum that was "already happening" as a starting point for pedagogical conversations (Hewes et al., 2019). Resources made available through the research project made it possible for educators to talk with one another during their workday about what they were doing and experiencing with children and families, and what they wanted to do. ...

Reference:

Pandemic-Provoked “Throwntogetherness”: Narrating Change in ECEC in Canada
Animating a Curriculum Framework Through Educator Co-Inquiry: Co-Learning, Co-Researching, and Co-Imagining Possibilities

Journal of Childhood Studies