Beginning early childhood teachers: challenging personal constructs as 'teacher' through a critically reflective lens

Paper

Noble, Karen. 2007. "Beginning early childhood teachers: challenging personal constructs as 'teacher' through a critically reflective lens." Fogarty, Roderick (ed.) 3rd International Conference on Pedagogies and Learning. Brisbane, Australia 26 - 28 Sep 2007 Toowoomba, Australia.
Paper/Presentation Title

Beginning early childhood teachers: challenging personal constructs as 'teacher' through a critically reflective lens

Presentation TypePaper
Authors
AuthorNoble, Karen
EditorsFogarty, Roderick
Journal or Proceedings TitleProceedings of the 3rd International Conference on Pedagogies and Learning
Number of Pages13
Year2007
Place of PublicationToowoomba, Australia
ISBN9780975143131
Conference/Event3rd International Conference on Pedagogies and Learning
Event Details
3rd International Conference on Pedagogies and Learning
Event Date
26 to end of 28 Sep 2007
Event Location
Brisbane, Australia
Abstract

Relatively high rates of teacher attrition have been consistently identified as a major issue for the teaching profession over several decades. As a result, there has been a growing interest in the wellbeing of teachers across the entire education sector. One of the tools employed by teachers is that of reflection, in order to evaluate their own practice and the practices of others, with a view to developing their professional identity (Fleer, 2000; Goodfellow, 1995; MacNaughton & Williams, 1998; Noble, Macfarlane & Cartmel, 2006; Sumsion, 2003). This paper describes a process of critical reflection on-action and in-action with a cohort of early childhood education (ECE) students that has been developed to support the student to become a critically reflective practitioner who can 'think otherwise' about practice and who is receptive to new epistemology. A thematic analysis has been used to explore how students understood their involvement in this critical reflection process as a means of promoting improvement in practice, professionalism and life-long professional development as they move into the field. The aim, to better understand the ways in which involvement engaged students in processes that allowed them to construct new epistemological understandings informed by theory, research and practice, drove this project. The author therefore posits that a collaborative process of critical reflection provides the space for 'new possibilities to be explored and realized' (Moss & Petrie, 2002, p.145), allowing those engaged in this space to construct, rather than reproduce, knowledge (Noble, 2006).

Keywordsteachers; pre-service education; critical reflection
ANZSRC Field of Research 2020390307. Teacher education and professional development of educators
520102. Educational psychology
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Byline AffiliationsFaculty of Education
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