scholarly journals Narratives as reflective practice in multi-age child care centres

Author(s):  
Jean MacDonald

This study used narrative inquiry to collect the stories of educators working in a multiage setting. Interviews with five staff from two centres in Ontario and one in British Columbia yielded six rich narratives. Some of the themes that emerged from the findings were 1) Perceived Preparedness 2) Experience in the field and 3) Development of a Professional Philosophy. The results of this study support the value of narratives as a tool for professional practice, peer collaboration and reflective practice.

2021 ◽  
Author(s):  
Jean MacDonald

This study used narrative inquiry to collect the stories of educators working in a multiage setting. Interviews with five staff from two centres in Ontario and one in British Columbia yielded six rich narratives. Some of the themes that emerged from the findings were 1) Perceived Preparedness 2) Experience in the field and 3) Development of a Professional Philosophy. The results of this study support the value of narratives as a tool for professional practice, peer collaboration and reflective practice.


2019 ◽  
pp. 37-53
Author(s):  
Jane Hewes ◽  
Tricia Lirette ◽  
Lee Makovichuk ◽  
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.


Author(s):  
Mathew A. White

AbstractWhile positive education research has grown over the past decade, making strides in measurement, interventions, and applications, it has also been criticised for lacking consistent guiding theoretical frameworks, heavily emphasising psychology over education, and being driven by unacknowledged pedagogical assumptions. This chapter argues that a particular stumbling block has been ignoring the professional practice of positive education; that is, what positive education teachers do and how they know they are having an impact. To addresses this gap, this chapter introduces a strength-based reflective practice model for teachers that integrates the Values in Action classification of character strengths with Brookfield’s four lenses for reflective practice, which consists of: (1) the students’ eyes, (2) colleagues’ perceptions, (3) personal experience, and (4) theory. The model aims to provide a method for critical self-reflection, thereby helping to enable effective professional practice. Through this model, perhaps positive education can become a pedagogy that has found its practice.


2019 ◽  
Vol 15 (5b) ◽  
pp. 31
Author(s):  
Bui Tran Quynh Ngoc

Critical reflection shows a great potential in enhancing professional practice and can be considered as a vital  component of teacher training courses.  In the context of teaching placements, critical reflection can act as an important lens through which students can interrogate, share and compare their experiences. In agreement with Stephen Brookfield’s works (1995; 2005) which valued reflective practice as a mean of learning, this study applies critical reflection process to identify and analyse the ways student teachers have dealt with the incidents during their placement. This data, combining with assessment of students after placement collected by Department of Training and research of other lectures at  Ho Chi Minh City  University of Education, can produce an informative resource about placement for teacher training program.  The findings of this study might contribute to a better understanding of students’ placement experiences and then inform future curriculum improvement in teacher education courses of Ho Chi Minh City University of Education.


2017 ◽  
Vol 44 (4) ◽  
pp. 191-194
Author(s):  
Lindsay Steele

Under Law, professional geoscientists have a duty of care that they must adhere to when they carry out their activities. The question is, when a duty of care exists, what is the standard of care that is owed? Geoscience regulators in Canada and around the world are working with geoscientists to develop innovative solutions in establishing the standard of care that must be met. By clearly establishing what our expectations are concerning standard of care, we are setting common ideals and goals as a professional community. Both society, geoscientists and employers of geoscientists look to regulatory associations for guidance on professional practice, therefore regulators need to strive to support and educate their members by developing tools and resources that allow members to meet the standard of care expected of them. The paper describes innovative approaches being offered to assist members of Engineers and Geoscientists British Columbia and is based on an oral presentation given by the author at the International Geology Congress in Cape Town South Africa in August 2016.RÉSUMÉEn vertu de la loi, les géoscientifiques professionnels ont un devoir de diligence auquel ils doivent se conformer dans l'exercice de leurs activités. La question qui se pose est la suivante : lorsqu'il existe un devoir de diligence, quelle est la norme de diligence à respecter? Les organismes de réglementation géoscientifiques au Canada, et ailleurs dans le monde, travaillent de concert avec les géoscientifiques à l'élaboration de solutions novatrices pour établir la norme de diligence à respecter. En établissant clairement nos attentes concernant les normes de diligence, nous établissons des idéaux et des objectifs communs en tant que regroupement professionnel. La société, les géoscientifiques et leurs employeurs attendent des associations de réglementation des conseils sur les usages professionnels. Les organismes de réglementation doivent donc s'efforcer de soutenir et former leurs membres en dotant des outils et des ressources qui leur permettent de respecter les normes d'usage en vigueur. L’article qui suit, et qui décrit les approches novatrices proposées aux membres de la Engineers and Geoscientist British Columbia est basé sur une présentation orale donnée par l'auteur au Congrès international de géologie à Cape Town, en Afrique du Sud, en août 2016.


1993 ◽  
Vol 3 (2) ◽  
pp. 152-164
Author(s):  
Carl R. Ashbaugh ◽  
Katherine Kasten

This paper presents a conceptual analysis of the nature of reflective practice and an argument for emphasizing reflective practice in the preparation and professional development of school leaders. The authors argue that professional preparation that develops reflective practice is one way to resolve the theory-practice dichotomy and to improve professional practice. Further, they assert that preparation programs have the instructional methodologies that encourage and nurture reflection on the messy problems of practice.


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