Noble, Karen (2005) Using critical reflection to prepare practitioners for pedagogical work with infants and toddlers. In: AARE 2004: Australian Association for Research in Education Annual Conference 2004: Positioning Education and Research, 29 Nov - 2 Dec 2004, Melbourne, Australia.
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This paper examines an early childhood care and education practitioner preparation program set in the School of Human Services at Griffith University in Queensland. Within this program traditional methods of teaching reflective practice have been employed in an effort to develop this skill in prospective graduates. The authors critique this traditional process arguing that it limits the ability of practitioners to effectively engage in the reflective process as it tends to be based on isolated experiences that do not create space for a dialogic relationship. Moreover, it is argued that there is an urgency, with respect to the development of critically reflective practitioners to work with young children, particularly infants and toddlers, in light of recent policy changes. Strategies are developed to move prospective practitioners from practice/ self-reflection to critical reflection. Implications for practitioner educators are discussed.
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|Item Type:||Conference or Workshop Item (Commonwealth Reporting Category E) (Paper)|
|Item Status:||Live Archive|
|Additional Information:||This is a refereed paper. Copyright of the collection © Australian Association for Research in Education 2005. Each paper is copyright © of the individual author or authors named on each paper.|
|Depositing User:||ePrints Administrator|
|Faculty / Department / School:||Historic - Faculty of Education|
|Date Deposited:||09 May 2010 06:49|
|Last Modified:||05 Dec 2012 05:00|
|Uncontrolled Keywords:||pedagogy; infants; toddlers|
|Fields of Research (FOR2008):||13 Education > 1301 Education Systems > 130102 Early Childhood Education (excl. Maori)|
|Socio-Economic Objective (SEO2008):||C Society > 93 Education and Training > 9302 Teaching and Instruction > 930202 Teacher and Instructor Development|
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