Changing Early Childhood Education by Developing Leaders through Reflection and Research

Autor/in	Margolin, Ilana
Titel	Changing Early Childhood Education by Developing Leaders through Reflection and Research
Quelle	In: Journal of Case Studies in Education, 4 (2012), (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1949-6427
Schlagwörter	Early Childhood Education; Reflection; Educational Research; Qualitative Research; Case Studies; Student Development; Graduate Surveys; Graduate Students; Professional Identity; Leadership Training; Masters Programs; Action Research; Communities of Practice; Electronic Mail; Transcripts (Written Records); Journal Writing; Interviews; Interpersonal Relationship; Transformative Learning; Holistic Approach; Integrated Activities; Educational Strategies; Skill Development; Teacher Education Programs + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Bildungsforschung; Pädagogische Forschung; Qualitative Forschung; Case study; Fallstudie; Case Study; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Führungslehre; Magister course; Magisterstudiengang; Projektforschung; Community; Elektronischer Briefkasten; Zeitschriftenaufsatz; Interviewing; Interviewtechnik; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Pädagogische Transformation; Holistischer Ansatz; Integrierender Unterricht; Lehrstrategie; Kompetenzentwicklung; Qualifikationsentwicklung
Abstract	This qualitative case-study explores the ways in which an innovative M.Ed. program facilitated the development of future ECE reflective leaders. Using case study methodology, it presents the transformational process two recent graduates underwent during their studies. The findings indicate four main sources that initiated the deep student reflection and introspection which influenced the development of their professional identity and leadership abilities: creating safe spaces for research, building a conceptual framework for research, learning and teaching as an integrative process and inquiring into their practice. The discussion presents three insights drawn from the findings: during the program parallel processes of transformation between the researcher and the graduates took place; using a holistic approach and accepting simultaneity are crucial for leading change; and the effect of leadership is based on reflective practice. An implication of the study is that only after practitioners are able to inquire into their own practice, reflect on it and model it, are they ready for the upper stratum of their profession. At this stratum, they are in a position to educate the next generation of ECE teachers and to unsettle the status quo by changing the traditional system of ECE education. (As Provided).
Anmerkungen	Academic and Business Research Institute. 147 Medjool Trail, Ponte Vedra, FL 32081. Tel: 904-435-4330; e-mail: editorial.staff@aabri.com; Web site: http://www.aabri.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01