Reflecting on Reflection: Improving Teachers' Readiness to Facilitate Participatory Learning with Young Children

Autor/in	McLeod, Naomi
Titel	Reflecting on Reflection: Improving Teachers' Readiness to Facilitate Participatory Learning with Young Children
Quelle	In: Professional Development in Education, 41 (2015) 2, S.254-272 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-5257
DOI	10.1080/19415257.2013.805306
Schlagwörter	Active Learning; Student Participation; Young Children; Reflection; Teacher Attitudes; Beliefs; Teaching Methods; Professional Continuing Education; Faculty Development; Social Theories; Educational Environment; Self Concept; Consciousness Raising; Mixed Methods Research; Workshops; Mentors; Program Effectiveness; Readiness; Preschool Teachers; Critical Theory; Preschool Education; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Aktives Lernen; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Frühe Kindheit; Lehrerverhalten; Belief; Glaube; Teaching method; Lehrmethode; Unterrichtsmethode; Berufsfeldbezogener Unterricht; Weiterbildung; Gesellschaftstheorie; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Selbstkonzept; Bewusstseinsbildung; Lernwerkstatt; Schulung; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Kritische Theorie; Ausland; Großbritannien
Abstract	This paper explores whether teachers' habits and assumptions about their practice can be enhanced by continued professional development through nurturing self-awareness of lived experiences. Within the paper a practical understanding of critical reflection as a process is explored and particular attention is given to Moon's assertion that one person cannot make another person reflect. Reflection as a process is re-evaluated through the application of Theory U and the axiom that reflection needs to start with the self. The paper's central argument is that at the heart of critical reflection is the need for embodied readiness. Without such openness as the first step, critical reflection is misinterpreted. The main outcome of the study was the development of "9 R's of Reflection", a practical framework that enabled critical reflection to become part of teachers' day-to-day practice, enabling them to focus positively on the challenges they faced within the applied educational setting. The findings of the study demonstrate that the "9 R's" broke down sites of conflict between the desire to follow children's interests and the pressure to conform to the technical demands that dominate modern education so that the teachers changed their habits and became better at participatory teaching. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01