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Empowering practitioners to critically examine their current practice

Raban, Bridie, Nolan, Andrea, Waniganayake, Manjula, Ure, Christine, Deans, Jan and Brown, Robert 2005, Empowering practitioners to critically examine their current practice, Australian research in early childhood education, vol. 12, no. 2, pp. 1-16.

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Title Empowering practitioners to critically examine their current practice
Author(s) Raban, Bridie
Nolan, AndreaORCID iD for Nolan, Andrea orcid.org/0000-0003-3519-6317
Waniganayake, Manjula
Ure, Christine
Deans, Jan
Brown, Robert
Journal name Australian research in early childhood education
Volume number 12
Issue number 2
Start page 1
End page 16
Publisher Monash University, School of Education
Place of publication Melbourne, Vic.
Publication date 2005
ISSN 1320-6648
Keyword(s) self assessment
professional development
guided reflection
Summary A Self-Assessment Manual (SAM) for early childhood practitioners has been developed around the previously reported framework (Raban, Waniganayake, Deans, Brown & Reynolds, 2003a), and this has been piloted in a number of early childhood settings. When engaging in self reflection using SAM, practitioners collaborate with mentors from the Early Childhood Consortium Victoria (ECCV) to consider their past, present and future professional experiences. This process empowers practitioners to critically examine their current practice and plan for their future professional development in a more systematic way. SAM is seen here to serve dual purposes: on the one hand, it is an evaluative instrument that can direct professional development of individual practitioners. On the other hand, it is a research tool aimed at identifying theoretical assumptions underpinning professional practice, and allows a longitudinal approach to mapping professional growth and development. Either way, it has the potential to enhance the quality of early childhood experiences for preschool children regardless of the settings in which they may find themselves. This paper presents a formative evaluation of this work and discusses its potential for professional development planning.
Notes Reproduced with the specific permission of the copyright owner.
Language eng
Field of Research 130313 Teacher Education and Professional Development of Educators
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category C1.1 Refereed article in a scholarly journal
Copyright notice ©2005, Monash University, School of Education
Free to Read? Yes
Persistent URL http://hdl.handle.net/10536/DRO/DU:30013583

Document type: Journal Article
Collections: School of Education
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Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.