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.
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
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