Bleach, Margaret, J. (2014) Developing professionalism through reflective practice and ongoing professional development. European Early Childhood Education Research Journal, 22 (2). pp. 185-197. ISSN 1350-293XFull text not available from this repository.
This article contributes to the debate on early years professionalism. It explores the impact of a continuous professional development (CPD) programme, in particular a module on professional practice, on early childhood care and education (ECCE) practitioners’ identity as early years professionals. Action research informed the development of the programme and ensured that everyone had a ‘voice’. Support in developing the participants’ pedagogical knowledge in the learning and teaching domains was also provided. Analysis of the data collected revealed, how through reflective practice and action planning, ECCE practitioners’ perception of themselves changed. Through actively evaluating their own practice and measuring it against the theory and official discourse of early years quality and curriculum frameworks, the participants gained new knowledge about themselves and their teaching. They also acquired the professional language required to discuss children's learning and their practice with others.
|Subjects:||L Education > LB Theory and practice of education > Early childhood education|
|Divisions:||Early Learning Initiative Publications|
|Depositing User:||Tim Lawless|
|Date Deposited:||30 Jun 2014 15:27|
|Last Modified:||30 Jun 2014 15:27|
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