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El. knyga: Unlocking Practitioner Inquiry: Growing Professionally in Early Years Education

Edited by (Macquarie University, Australia), Edited by (Australian Catholic University, Australia), Edited by (Macquarie University, Australia), Edited by (Macquarie University, Australia)
  • Formatas: 238 pages
  • Išleidimo metai: 22-Jun-2023
  • Leidėjas: Routledge
  • Kalba: eng
  • ISBN-13: 9781000892413
Kitos knygos pagal šią temą:
Unlocking Practitioner Inquiry: Growing Professionally in Early Years EducationDidesnis paveikslėlis
  • Formatas: 238 pages
  • Išleidimo metai: 22-Jun-2023
  • Leidėjas: Routledge
  • Kalba: eng
  • ISBN-13: 9781000892413
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"Key components of practitioner inquiry provide an effective approach to lasting educational change. By including narratives of practice from across diverse early childhood settings, this book investigates issues that arise during implementation of inquiry-focussed professional learning cycles. It presents practitioner inquiry as a vehicle for empowering educators and educational systems. Research-based, this book collates the thinking and practical experiences of authors and internationally-recognised commentators to inform and inspire early childhood educators. Chapters are thematically grouped in three focus areas. The first centres on background contextual information to set the scene, the second offers real-life stories based on authors' experiencesand the third provides insight into broader issues of leadership and professional learning. Voices of educators, teachers and leaders are included to provide multiple points of entry for readers with different interests, backgrounds, and levels of expertise. As a resource to support ongoing professional practice, the book focuses mainly on educators, teacher education and professional development for people in the prior-to-school sector. It is relevant for those studying educational change and considering the ways educators in early childhood centres, executive offices and consultancy positions can use data-based, locally relevant investigations of practice to improve educational outcomes"--

Key components of practitioner inquiry provide an effective approach to lasting educational change. By including narratives of practice from across diverse early childhood settings, this book investigates issues that arise during implementation of inquiry-focussed professional learning cycles. It presents practitioner inquiry as a vehicle for empowering educators and educational systems.

Research-based, this book brings together theory and practice from authors and internationally recognised commentators to inform and inspire early childhood educators. Chapters are thematically grouped in three focus areas. The first centres on background contextual information to set the scene, the second offers real-life stories based on authors’ experiences and the third provides insight into broader issues of leadership and professional learning. Voices of educators, teachers and leaders are included to provide multiple points of entry for readers with different interests, backgrounds, and levels of expertise.

As a resource to support ongoing professional practice in the prior-to-school sector, this book is essential reading for early years educators, teachers and leaders of educational change. It is relevant for those investigating how educators in early childhood centres, executive offices and consultancy positions can use data-based, locally relevant investigations of practice to improve educational outcomes.



By including narratives of practice from across diverse early childhood settings, this book investigates issues that arise during implementation of inquiry-focussed professional learning cycles. It presents practitioner inquiry as a vehicle for empowering educators and educational systems.

Recenzijos

The key to educational improvement in early childhood lies in inquiring and puzzling, hypothesising and evaluating. These experienced authors have delivered a book enhancing the inner strengths and wisdom of practitioners to inspire and lead change in their unique contexts.

Dr Sandra Cheeseman, CEO, Créche & Kindergarten Association, Queensland, Australia.

Introduction: Inviting engagement Section 1: Setting the Scene
1.
Practitioner inquiry: Processes, potentials and purposes
2. What is a useful
question?
3. Evidence for change: Finding and analysing data
4. Practitioner
inquiry as a tool for meeting and moving beyond regulatory requirements for
teachers Section 2: Sharing Stories of Experience
5. Unpacking complexity in
complex environments
6. Stories from the classroom: School-based change
through an inquiry-based approach
7. Forming ourselves as
teacher~researchers
8. What matters: Participant voices in a year of
sustained professional learning Section 3: Exploring big ideas
9. Unexpected
opportunities: Inquiry as professional learning
10. Intersections of
pedagogical documentation and practitioner inquiry
11. Effecting positive
change: The role of educational leaders
12. Practitioner research as
sustainable professional practice
13. Conclusion: Thinking together
Katey De Gioia describes herself as first and foremost an early childhood teacher. She has appreciated the opportunity to take on leadership roles across a variety of educational institutions throughout her career. Katey has adopted practitioner inquiry to lead evidence informed change to practice.

Alma Fleet is an experienced teacher and teacher educator who enjoys consultancies with teachers in diverse settings and locations, particularly focusing on practitioner inquiry and pedagogical documentation as vehicles of educational change. She has enjoyed leadership and research roles at Macquarie University and has valued her time with Aboriginal colleagues.

Catherine Patterson has recently retired from working with student teachers at the Institute of Early Childhood, Macquarie University. Her research into practitioner inquiry has enabled her to support experienced educators and leaders in re-thinking their daily practices with children and adults.

Marina Papic is Professor of Early Childhood Education and Mathematics Education at the Australian Catholic University. Marina has worked in the education sector for 35 years and has held various teaching, academic and leadership roles. Her research focuses on teacher professional learning in mathematics curriculum and pedagogy and early numeracy.
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