Supporting the Development of Early Years Students' Professional Identities through an Action Research Programme

Autor/in	Papadopoulou, Marianna
Titel	Supporting the Development of Early Years Students' Professional Identities through an Action Research Programme
Quelle	In: Educational Action Research, 28 (2020) 4, S.686-699 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0965-0792
DOI	10.1080/09650792.2019.1652196
Schlagwörter	Action Research; Professional Development; Professional Identity; Early Childhood Teachers; Child Care; Teacher Education; Higher Education; Skill Development; Research Skills; Reflection; Teacher Empowerment; Instructional Improvement; Communities of Practice; Critical Theory + Suchen Sie Ihr Suchwort? Projektforschung; Early childhood; Early childhood education; Teacher; Teachers; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende; Kinderfürsorge; Kinderbetreuung; Lehrerausbildung; Lehrerbildung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Kompetenzentwicklung; Qualifikationsentwicklung; Forschungsleistung; Unterrichtsqualität; Community; Kritische Theorie
Abstract	This paper discusses the aims, rationale and aspects of a new Action Research (AR) module developed for level 6, Early Childhood Education and Care (ECEC) students. The aims of the module are three-fold: First, to support learners in developing the research and academic skills needed to investigate their own practices, generate knowledge and engage in critical reflection. Second, to assist students to be active agents in questioning and designing changes to improve their practice. Third, to support them in disseminating their work in the public sphere and thus take an active part in discussions about their field of practice. Drawing on the processes of ongoing reflection and collaborative enquiry, our vision is to emancipate our students; support them in repositioning themselves as powerful agents with significant insights and the power to make a difference to their practice. However, facilitating emancipatory AR can pose several challenges, on individual, institutional and political levels. The aim of this paper is to reaffirm the rationale for AR as an epistemological, methodological and political tool that can support the professional identities of our learners; also, to address some of the anticipated complexities and tensions of employing emancipatory AR in an academic environment. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01