‘This comprehensive publication rightly establishes early childhood as a critical phase in the education of young people and makes the case for developing our insights regarding early childhood education (ECE) practices through the eyes of practitioner inquiry in the context of collaborative partnerships. It achieves its goal through a series of insightful case studies that not only illuminate the text as stories from the field, but also contribute to our understanding regarding ECE learning and pedagogy.’- Susan Groundwater-Smith, Honorary Professor, Faculty of Education and Social Work, University of Sydney.
Bringing together theory and practice, this book draws on the projects and experiences of senior and new researchers implementing various forms of practitioner research. Chapter discussions are informed by international literature to provide insightful reflections on research processes and the contribution of practitioner research in changing practice. The diversity of perspectives across the chapters provides an excellent resource for those undertaking research within early childhood contexts.
Features include:
- the contribution of practitioner research to curriculum and social change. professional development and strengthening learning communities
- how practitioners can be supported in documenting and articulating their work
- the relationships between the research community and field of practice through practitioner research projects
- contemporary problems and issues that frame the practices of early childhood educators
- case studies from Australia, South Africa, Sweden and Chile
A diverse range of case studies that use a range of internationally recognised research methods are presented. The book offers guidance, support and inspiration to practitioners on how to research their implementation of meaningful and sustainable changes in early childhood contexts.
Tabla de materias
Recognising, Valuing and Celebrating Practitioner Research – Christine Woodrow and Linda Newman
Collaborative Capacity Building in Early Childhood Communities in Chile – Linda Newman, Christine Woodrow, Silvia Rójo and Mónica Galvez
Insider Islamic Spaces of Inquiry: Muslim Educators Producing New Knowledge in Sydney Australia – Oznur Aydemir, Fatima Mourad, Leonie Arthur and Jen Skattebol
What is Play For in Your Culture? Investigating Remote Australian Aboriginal Perspectives Through Participatory Practitioner Research – Lyn Fasoli and Alison Wunungmurra
Developing Collaboration Using Mind Maps in Practitioner Research in Sweden – Karin Rönnerman
Reconceptualising Services for Young Children through Dialogue in a South African Village – Norma Rudolph and Mary James
Sustaining Curriculum Renewal in Western Sydney: Three Participant Views – Linda Newman, Janet Keegan and Trish Heeley
(In)sights from 40 Years of Practitioner Action Research in Education: Perspectives from the US, UK and Australia – Nicole Mockler and Ashley Casey
Sobre el autor
Christine Woodrow (Ph D; M.Ed; BEd, Dip T ECE) is deputy director the Centre for Educational Research at the University of Western Sydney and is project leader of Futuro Infantil Hoy, an ongoing international research and development project in early childhood education being undertaken within a unique strategic alliance involving Fundacion Minera Escondida, the University of Western Sydney and early childhood service providers in Chile. She is a member of the Globalisation research group, where her research is focussed on international policy and practice in early childhood education, educational leadership and the professional preparation of early childhood educators. Website: http://www.uws.edu.au/cer/home
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