Learning Circles: A Community of Practice
MetadataShow full item record
This paper examines an early childhood care and education practitioner preparation program set in the School of Human Services at Griffith University in Queensland. Within this program traditional methods of teaching reflective practice have been employed in an effort to develop this skill in prospective graduates. The authors critique this traditional process arguing that it limits the ability of practitioners to effectively engage in the reflective process as it tends to be based on isolated experiences that do not create space for a dialogic relationship. Moreover, it is argued that there is an urgency with respect to the development of critically reflective practitioners to work with young children, particularly infants and toddlers, in light of recent policy changes. Strategies are developed to move prospective practitioners from practice/ self-reflection to critical reflection. Learning circles are suggested as a useful strategy for fostering the development of such skills and for the facilitation of the practicum experience. Implications for practitioner educators are discussed.
Vocational learning: Transitions, interrelationships, partnerships and sustainable futures
© 2005 Australian Academic Press. This is the author-manuscript version of this paper. Reproduced in accordance with the copyright policy of the publisher. Please refer to the conference's website for access to the definitive, published version.