Building a Community of Enquiry with Students on a Foundation Degree in Early Years

Autor/inn/en	Bath, Caroline; Barr, Karen; Haynes, Mary
Titel	Building a Community of Enquiry with Students on a Foundation Degree in Early Years
Quelle	In: Journal of Vocational Education and Training, 66 (2014) 2, S.249-262 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-6820
DOI	10.1080/13636820.2014.894935
Schlagwörter	Inquiry; Communities of Practice; Foreign Countries; Preschool Teachers; Teacher Collaboration; Action Research; Program Evaluation; Program Effectiveness; Professional Identity; Part Time Students; Skill Development; Educational Philosophy; Student Attitudes; Teacher Attitudes; Preservice Teachers; College Faculty; Teacher Role; Interpersonal Relationship; Discussion (Teaching Technique); Reflection; United Kingdom (England) + Suchen Sie Ihr Suchwort? Community; Ausland; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Lehrerkooperation; Projektforschung; Programme evaluation; Programmevaluation; Part-time students; Teilzeitstudent; Kompetenzentwicklung; Qualifikationsentwicklung; Bildungsphilosophie; Erziehungsphilosophie; Schülerverhalten; Lehrerverhalten; Fakultät; Lehrerrolle; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung
Abstract	This article discusses a project designed to build a community of enquiry in the first year of a foundation degree in early years at an English university. Derived originally from Lipman's ideas of Philosophy for Children, this approach became a regular part of the fortnightly session for these early childhood practitioners, in order to support them to apply criticality to their learning. The project was evaluated using an action research approach and participant comments suggested that the community of enquiry, though challenging, had several aspects which supported student learning. These are identified as relational pedagogy, enabling discussion and reflective practice. The article concludes that building a community of enquiry was beneficial not only in improving students' learning but also in validating the foundation degree student profile as early years practitioners practising what Osgood calls "emotional professionalism". (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10