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Author: Linda Miller Publisher: Springer Science & Business Media ISBN: 9400727186 Category : Education Languages : en Pages : 185
Book Description
Once the Cinderella of the education system, early years education has evolved into a much more substantially funded sector with staff experiencing greater opportunities for higher-level training and education as well as increasing demands. This book reflects practitioner debates about fundamental questions such as whether or not their field of work is a profession at all. Two key arguments are presented. The first is that early years education has matured to the point that pedagogical and regulatory frameworks have been introduced and linked to a terminology of professionalism. This has opened up a space for early years practitioners – as insiders of this historically undervalued sector – to question the nature of their practice. The questioning leads to the second argument: the need for a new future for early years education marked by a ‘critical ecology’ of the profession. This is a future in which educators maintain an attitude of critical enquiry in all aspects of their role, assessing the genuine needs of the sector, factoring in the different political and cultural milieux that influence it, and acting to transform it. In exploring the issues, this book begins by recording in detail the daily work of early years educators from six countries: Australia, England, Finland, Germany, New Zealand and Sweden. These case studies explore what it means to act professionally in a particular context; perceptions of what being a ‘professional’ in early childhood education means (including practitioners’ self perceptions and external perspectives); and common features of practice in each context. It moves on to analyse the wider socio-political forces that affect this day-to-day practice and recommends that practitioners act as transformative agents informed by the political and social realities of their time.
Author: Linda Miller Publisher: Springer Science & Business Media ISBN: 9400727186 Category : Education Languages : en Pages : 185
Book Description
Once the Cinderella of the education system, early years education has evolved into a much more substantially funded sector with staff experiencing greater opportunities for higher-level training and education as well as increasing demands. This book reflects practitioner debates about fundamental questions such as whether or not their field of work is a profession at all. Two key arguments are presented. The first is that early years education has matured to the point that pedagogical and regulatory frameworks have been introduced and linked to a terminology of professionalism. This has opened up a space for early years practitioners – as insiders of this historically undervalued sector – to question the nature of their practice. The questioning leads to the second argument: the need for a new future for early years education marked by a ‘critical ecology’ of the profession. This is a future in which educators maintain an attitude of critical enquiry in all aspects of their role, assessing the genuine needs of the sector, factoring in the different political and cultural milieux that influence it, and acting to transform it. In exploring the issues, this book begins by recording in detail the daily work of early years educators from six countries: Australia, England, Finland, Germany, New Zealand and Sweden. These case studies explore what it means to act professionally in a particular context; perceptions of what being a ‘professional’ in early childhood education means (including practitioners’ self perceptions and external perspectives); and common features of practice in each context. It moves on to analyse the wider socio-political forces that affect this day-to-day practice and recommends that practitioners act as transformative agents informed by the political and social realities of their time.
Author: Bruno Le Capitaine Publisher: ISBN: 9782100056705 Category : Early childhood education Languages : fr Pages : 237
Book Description
Le domaine de l'accueil institutionnel de la petite enfance ne cesse de s'étendre, au point de concerner aujourd'hui une bonne partie des 0-3 ans, et quasiment l'ensemble des 3-6 ans. De nombreux professionnels sont mobilisés pour assurer aux enfants et à leurs parents les conditions d'un accueil de qualité. L'éducateur de jeunes enfants en fait partie et occupe une position clé dans les dispositifs d'accueil. Disposant d'une connaissance approfondie du jeune enfant et de son développement global, l'éducateur de jeunes enfants est un spécialiste de l'action socio-éducative, capable d'assumer et d'ajuster sa fonction d'accompagnement dans toutes les circonstances. Destiné aux EJE en poste, aux étudiants en formation, aux candidats à la formation comme aux autres professionnels, ce guide décrit les contours de ce métier, en précise les savoir-faire, détaille ses principaux questionnements. Cinq parties le structurent : - un rappel historique pour mettre en valeur les expressions contemporaines de la profession ; - une mise en perspective de la situation de la profession à travers sa formation et son cadre d'emploi ; - une synthèse à partir de deux notions essentielles, l'accueil et l'accompagnement éducatif, pour dessiner le profil de l'EJE ; - une présentation claire du cadre réglementaire et institutionnel de l'action éducative exercée par l'EJE.
Author: Kate Mastruserio Reynolds Publisher: Taylor & Francis ISBN: 1040045537 Category : Education Languages : en Pages : 327
Book Description
This edited volume presents narratives on a range of methods for research on second language teaching and learning appropriate to the elementary, middle, and high schools (K-12). Teacher researchers in different worldwide contexts narrate their processes to explain and demonstrate practitioner research in context; contributors describe their research from exploring the rationale for the project, to designing the study, analyzing the data, and disseminating it. As such, the book illustrates how K-12 practitioners design, gather, analyze, interpret, and strategically employ data to make data-driven, evidence-based, and analysis-informed instructional, assessment, and programmatic decisions. This volume empowers teacher-researchers and allows them to envision research projects in their own classrooms. Offering new insights into the researchers’ thinking processes, challenges, and solutions, and advocating teacher research for understanding learning, the teaching of language, and the development of SLA, this text will appeal to educators and researchers involved in language education, second language acquisition, TESOL, ESL/EFL/ELT, and applied linguistics.
Author: Linda Miller
Author: Linda Miller
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Author: Walter Romig
Author: Bruno Le Capitaine
Author: National Library of Medicine (U.S.)
Author: Kate Mastruserio Reynolds
Author: Bertille Poincelet
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Author: Émile Brucker