"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.
