Accompanying Early Childhood Professional Reflection in Quebec: A Case Study

Autor/in	Lehrer, Joanne S.
Titel	Accompanying Early Childhood Professional Reflection in Quebec: A Case Study
Quelle	In: Early Years: An International Journal of Research and Development, 33 (2013) 2, S.186-200 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-5146
DOI	10.1080/09575146.2013.781136
Schlagwörter	Early Childhood Education; Foreign Countries; Teacher Attitudes; Preschool Teachers; Case Studies; Constructivism (Learning); Learning Theories; Professional Development; Child Care; Program Improvement; Educational Quality; Professional Associations; Reflection; Canada + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Ausland; Lehrerverhalten; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Case study; Fallstudie; Case Study; Learning theory; Lerntheorie; Kinderfürsorge; Kinderbetreuung; Quality of education; Bildungsqualität; Kanada
Abstract	This article explores the views of professionals from the Centre for Assistance and Support to Initiatives, Organisations, and Professionals in Early Childhood (CASIOPE) and its member organizations on how reflective practice in early childhood professional learning is understood, put into practice, and evaluated. Findings from this case study reveal that CASIOPE used principles of constructivist learning theories to develop their own reflective process, but that this process is understood incompletely and variably by the majority of its members. Findings are presented in the context of a current struggle to define early childhood professional learning between, on the one hand, a means of improving programme quality, and, on the other hand, a right to which all early childhood professionals are entitled. This study suggests that, in practice, both goals are important to childcare administrators in Montreal, while CASIOPE's staff members prioritize building relationships, helping people, adapting their services to the needs of all those involved, and professional empowerment. (Contains 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10