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. Attached Files Name Description MIMEType Size Downloads nolan-empoweringpractitionersto-2005.pdf Published version application/pdf 925.51KB 1088 Title Empowering practitioners to critically examine their current practice Author(s) Raban, Bridie 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: Faculty of Arts and Education School of Education Open Access Collection Related Links Link Description Connect to published version (resctricted access) Go to link with your DU access privileges     Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved. 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. Versions Version Filter Type Tue, 21 Oct 2008, 11:28:50 EST Mon, 03 Aug 2009, 11:20:49 EST Mon, 03 Aug 2009, 14:05:58 EST Fri, 07 Aug 2009, 11:09:30 EST Fri, 07 Aug 2009, 11:11:24 EST Fri, 09 Apr 2010, 09:38:31 EST Wed, 07 May 2014, 15:39:21 EST Wed, 27 Aug 2014, 21:43:24 EST Tue, 10 Feb 2015, 15:29:30 EST Tue, 06 Sep 2016, 11:45:02 EST Tue, 05 Dec 2017, 06:26:05 EST Mon, 22 Jan 2018, 13:56:02 EST Fri, 07 Sep 2018, 18:00:50 EST Filtered Full Citation counts:   Cited 0 times in TR Web of Science Cited 0 times in Scopus Search Google Scholar Access Statistics: 1518 Abstract Views, 1088 File Downloads  -  Detailed Statistics Created: Tue, 21 Oct 2008, 11:28:50 EST