Supporting Students' Development through Collaborative Reflection: Interrogating Cultural Practices and Perceptions of Good Practice in the Context of a Field Trip

Autor/inn/en	Layen, Sara; Hattingh, Lone
Titel	Supporting Students' Development through Collaborative Reflection: Interrogating Cultural Practices and Perceptions of Good Practice in the Context of a Field Trip
Quelle	In: Early Years: An International Journal of Research and Development, 40 (2020) 3, S.306-318 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-5146
DOI	10.1080/09575146.2018.1432572
Schlagwörter	Student Development; Reflection; Residential Programs; Kindergarten; Outdoor Education; Young Children; Early Childhood Education; Child Care; Theory Practice Relationship; Communities of Practice; Foreign Countries; Tutors; Field Trips; Cultural Context; Teacher Education; Higher Education; Research Projects; Experiential Learning; Denmark; United Kingdom (England) + Suchen Sie Ihr Suchwort? Sozialer Wohnungsbau; Freiluftunterricht; Frühe Kindheit; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Kinderfürsorge; Kinderbetreuung; Theorie-Praxis-Beziehung; Community; Ausland; Förderlehrer; Lehrender; Tutor; Exkursion; Lehrerausbildung; Lehrerbildung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Forschungsvorhaben; Experiental learning; Erfahrungsorientiertes Lernen; Dänemark
Abstract	This study examines the perspectives of a group of 10 UK undergraduate students and one Master's student on a residential field trip to four Danish forest kindergartens. Two dimensions are examined: the impact of collaborative reflection and co-construction of knowledge on student learning; and the influence of cultural assumptions on understandings of early childhood education and care in practice. The methodology was interpretive, and inductive approaches were employed to analyse qualitative data-sets. The study is framed by cultural-historical theory, acknowledging that learning and development takes place in social context and is shaped by cultural and societal values and practices. Findings suggest that students' collaborative reflections enabled them to identify and question their own assumptions about good practice and to develop their understanding of the relationship between culture and pedagogy. The community of learning that developed afforded rich opportunities for drawing out meaningful relationships between practice and theory. Students emerged with greater understanding of the relevance of research and of their identity as researchers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01