Supporting Practice Change in Early Years Classrooms: Australia and Turkey as Case Studies

Autor/inn/en	Nolan, Andrea; Paatsch, Louise; Aras, Selda; Tiryaki, Aybüke Yurteri
Titel	Supporting Practice Change in Early Years Classrooms: Australia and Turkey as Case Studies
Quelle	In: International Journal of Early Years Education, 31 (2023) 1, S.31-45 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nolan, Andrea) ORCID (Paatsch, Louise) ORCID (Aras, Selda) ORCID (Tiryaki, Aybüke Yurteri)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0966-9760
DOI	10.1080/09669760.2021.1893156
Schlagwörter	Foreign Countries; Cultural Differences; Teaching Methods; Play; Faculty Development; Early Childhood Teachers; Early Childhood Education; Teacher Role; Knowledge Level; Classroom Environment; Australia; Turkey + Suchen Sie Ihr Suchwort? Ausland; Kultureller Unterschied; Teaching method; Lehrmethode; Unterrichtsmethode; Spiel; Early childhood; Early childhood education; Teacher; Teachers; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende; Education; Lehrerrolle; Wissensbasis; Klassenklima; Unterrichtsklima; Australien; Türkei
Abstract	This paper brings together two studies, conducted independently in two different countries, Turkey and Australia, both focusing on supporting early years teachers to research and strengthen their own practice in relation to play-based pedagogies. It reports on the professional learning programmes that were implemented to improve understanding about play and young children's learning, leading to a change in practice. We argue that practice change is achievable through effective professional learning programmes that combine essential elements such as knowledge building, situating the learning within the context of practice, and encouraging critical deliberation in a supportive collegial environment. In both studies this has led to change in teacher's pedagogical knowledge and practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01