Evaluating a strategic approach to professional development through guided reflection

Nolan, Andrea, Raban, Bridie and Waniganayake, Manjula 2005, Evaluating a strategic approach to professional development through guided reflection, Reflective practice, vol. 6, no. 2, pp. 221-230, doi: 10.1080/14623940500106070.

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Title Evaluating a strategic approach to professional development through guided reflection
Author(s) Nolan, AndreaORCID iD for Nolan, Andrea orcid.org/0000-0003-3519-6317
Raban, Bridie
Waniganayake, Manjula
Journal name Reflective practice
Volume number 6
Issue number 2
Start page 221
End page 230
Publisher Routledge
Place of publication London, England
Publication date 2005-05
ISSN 1462-3943
Keyword(s) action research
teacher research
Summary Research on quality in early childhood has consistently shown that staff are the cornerstone of excellence, and that staff training makes a difference to services provided to children and families. There is also a growing awareness of the importance of adopting a planned approach to career development and that this begins with self-assessment, and can be enhanced through the use of guided reflection with a mentor. The Early Childhood Consortium Victoria (ECCV) at The University of Melbourne, has developed a self-assessment manual (SAM) designed as a tool for early childhood practitioners to explore their work in a strategic way. It serves the dual purposes of assisting practitioners to address issues of service quality, as well as promoting individual professional development through reflective practice. SAM has now been piloted in a number of early childhood settings in Australia and this paper presents a formative evaluation of this work and discusses its potential for professional development planning.
Language eng
DOI 10.1080/14623940500106070
Field of Research 130108 Technical, Further and Workplace Education
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category C1.1 Refereed article in a scholarly journal
ERA Research output type C Journal article
Copyright notice ©2005, Taylor & Francis
Persistent URL http://hdl.handle.net/10536/DRO/DU:30013582

Document type: Journal Article
Collections: Faculty of Arts and Education
School of Education
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