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Empowering practitioners to critically examine their current practice

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journal contribution
posted on 2005-01-01, 00:00 authored by B Raban, Andrea NolanAndrea Nolan, M Waniganayake, Christine Ure, J Deans, R Brown
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.

History

Journal

Australian research in early childhood education

Volume

12

Issue

2

Pagination

1 - 16

Publisher

Monash University, School of Education

Location

Melbourne, Vic.

ISSN

1320-6648

Language

eng

Notes

Reproduced with the specific permission of the copyright owner.

Publication classification

C1.1 Refereed article in a scholarly journal

Copyright notice

2005, Monash University, School of Education

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