Treść głównego artykułu

Abstrakt

Niniejsze badania przeprowadzono w celu pozyskania i zgłębienia opinii oraz refleksji grupy nauczycieli przedszkolnych w trzech lokalnych okręgach szkolnych (Local Education Authorities) w West Yorkshire. Nauczanie przedszkolne wymaga refleksyjnej i wysoko wykwalifikowanej kadry zdolnej do formułowania i wyrażania opinii i myśli. Umiejętność  poddania własnej praktyki oraz przemyśleń na jej temat refleksyjnemu oglądowi i ocenie jest jednym z fundamentów profesjonalizmu niezbędnego w tej dziedzinie.

Celem niniejszych badań była ekstrapolacja sposobów myślenia niewielkiej grupy nauczycieli przedszkolnych w trzech okręgach szkolnych w West Yorkshire. Aby uzyskać wgląd w opinie i przemyślenia tych nauczycieli, zastosowano metodę pogłębiania myślenia nauczycieli, która to metoda miała ujawnić zagadnienia krytyczne z ich punktu widzenia, kluczowe punkty zainteresowania oraz ich wiedzę zarówno specjalistyczną jak i praktyczną.

 

W podejściu przyjętym w badaniu nie nakierowywano uczestników na konkretne aspekty czy zagadnienia, starając się raczej umożliwić im samodzielne wskazanie ważnych dla nich samych obszarów krytycznych związanych z ich rolą zawodową.

‘Pogłębianie myślenia” jest efektywną metodologią, pozwalającą na określenie i zgłębienie myślenia i wiedzy doświadczonych specjalistów pracujących w różnorodnych kontekstach. Tego typu badania empiryczne przeprowadzono w celu pozyskania opinii i wyobrażeń nauczycieli wyrażonych ich własnymi słowami, w oparciu o pogłębione otwarte wywiady, kwestionariusze, osobiste i zawodowe osie czasu, refleksyjną analizę nagrań video i zogniskowane wywiady grupowe. Zróżnicowane strategie zbierania danych są kluczowym elementem badań, gdyż pozwalają one na pozyskanie holistycznych i różnorodnych perspektyw i poglądów na zawodową rolę nauczycieli przedszkolnych. Celem badań było oddanie nauczycielom przedszkolnym głosu, przyczynienie się do uznania złożoności badawczej tego zjawiska i określenie najskuteczniejszej metody pogłębiania ich myślenia. Niniejszy artykuł przedstawia metodologię i wyniki badań wskazujące, jak ta grupa nauczycieli przedszkolnych definiuje i doskonali swoją rolę zawodową.

Słowa kluczowe

early years education and care eliciting thinking methodology professional knowledge professionalism edukacja i opieka przedszkolna metodologia pogłębiania myślenia wiedza specjalistyczna profesjonalizm rola zawodowa

Szczegóły artykułu

Biogram autora

Avril Brock - Leeds Metropolitan University

Dr Avril Brock is a principal lecturer in childhood and early years in the Carnegie Faculty, Leeds Metropolitan University, researching in professionalism, early language and play. Before moving into higher education, she was a deputy-head, primary and early years teacher and has written books on bilingualism, early language development and play. Avril’s longitudinal research resulted in a model of seven dimensions of professionalism for early years educators. Throughout her work in Higher Education, Avril has participated in Socrates and Comenius European funded international projects and is involved in international, interdisciplinary partnerships with colleagues in West Yorkshire and the USA.

Jak cytować
Brock, A. (2013). Jak nauczyciele przedszkolni definiują i doskonalą swoją rolę zawodową? Metodologiczne podejście do pogłębiania myślenia nauczycieli przedszkolnych. Forum Oświatowe, 25(1(48), 31–56. Pobrano z https://forumoswiatowe.pl/index.php/czasopismo/article/view/83

Referencje

  1. Anning, A. (2002). Investigating the impact of working in integrated service delivery settings on early years practitioners’ professional knowledge and practice: strategies for dealing with controversial issues. Paper presented at the Annual Conference of the British Educational Research Association, The Effectiveness of Early Years Education Symposium, University of Exeter.
  2. Anning, A., Broadhead, P., Busher, H., Clarke, S., Dodgson, H., Taggart, L., White, S. & Wilson, R. (1990). Using video recording for teacher professional development. School of Education: University of Leeds.
  3. Anning, A. & Edwards, A. (1999). Promoting children’s learning from birth to five. Buckingham: Open University Press.
  4. Aubrey, C., David, T., Godfrey, R. & Thompson, L. (2000). Early Childhood Educational Research. London: Routledge.
  5. Bennett, N., Wood, L. & Rogers, S. (1997). Teaching through play - teachers thinking and classroom practice. Buckingham: Open University Press.
  6. Blenkin, G. & Hutchin, V. (1998). Action Research, child observations and Professional Development. Early Years: An International Research Journal, 19(1), 62-75.
  7. Blenkin, G. & Kelly, A. V. (1997). Principles into practice in Early Childhood Education. London: Paul Chapman Publishing.
  8. British Educational Research Association [BERA]. (2003) . Good practice in educational research writing. Notts: BERA.
  9. Brock, A. (2006a). Dimensions of early years professionalism - attitudes versus competences? Reflection paper on Training Advancement and Co-operation in the Teaching of Young Children (TACTYC). Retrieved October 21, 2006, from http://www.tactyc.org.uk
  10. Brock, A. (2006b). Eliciting early years educators’ thinking: how do they define and sustain their professionalism? Paper presented at the EECERA Conference, Reykjavik.
  11. Brock, A. (2009). Seven dimensions of professionalism for early years education and care: a model of professionalism. Paper presented at the TACTYC Conference, Milton Keynes.
  12. Brock, A. (2013). Building a model of early years professionalism from practitioners’ perspectives. Journal of Early Childhood Research, 11(1), 27-44. doi: 10.1177/1476718X12456003
  13. Brock, A. & Rankin, C. (2011). Professionalism in the early years interdisciplinary team: supporting young children and their families. London: Continuum.
  14. Brooker, L. (2000, October). Learning how to learn: parental ethnotheories and young children’s preparation for school. Unpublished paper, British Educational Research Association Early Years Significant Interest Group, London.
  15. Cameron, C., Moss, P. & Owen, C. (1999). Men in the Nursery. London: Paul Chapman Publishing.
  16. Campbell, A., McNamara, O. & Gilroy, P. (2004). Practitioner research and professional development in education. London: Paul Chapman Publishing.
  17. Campbell, R. J. & Neill, S. (1994). Curriculum Reform at Key Stage 1. Harlow: Longman ATL.
  18. Clandinin, J. (1986). Classroom Practice: Teacher Images in Action. London: The Falmer Press.
  19. Clark, C. (1995). Thoughtful teaching. London: Cassell
  20. Cochran-Smyth, M. & Lytle, S. (1990). Research on Teaching and Teacher Research: The issues That Divide. Educational Researcher, 19(2), 2-11. doi: 10.3102/0013189X019002002
  21. Day, C. (1999). Developing Teachers: The Challenges of Lifelong Learning. London: Routledge Falmer.
  22. Day, C., Pope, M. & Denicolo, P. (1990). Insight into teachers’ thinking and practice. London: The Falmer Press.
  23. Denscombe, M. (1998) The Good Research Guide. Buckingham: Open University Press.
  24. Department of Children, Schools and Families. (2008). The Early Years Foundation Stage. Nottingham: DfES Publications.
  25. Department of Education and Skills. (2000). Curriculum Guidance for the Foundation Stage. London: Department of Education and Employment.
  26. Elbaz, F. (1983). Teacher Thinking: A Study of Practical Knowledge. London: Croom Helm.
  27. Evans, L. (2002). Reflective practice in educational research. London: Continuum.
  28. Flick, U. (2002). An Introduction to Qualitative Research. London: Sage.
  29. Gillham, B. (2000). The Research Interview. London: Continuum.
  30. Goodfellow, J. (2003). Practical Wisdom in Professional Practice: the person in the process. Contemporary Issues in Early Childhood, 4(1), 48-63. doi: 10.2304/ciec.2003.4.1.6
  31. Hargreaves, A. (1994). Changing teachers, changing times - teachers’ work and culture into the postmodern age. London: Cassell.
  32. Hargreaves, A. & Fullan, M. (1992). Understanding Teacher Development. London: Cassell.
  33. Harnett, P. & Newman, E. (2001). Developing children’s potential: Primary school teachers’ views on their professional roles in the twenty first century. Bristol: University of the West of England.
  34. House of Commons. (2000). Select Committee for Education and Employment: Minutes of Evidence. Retrieved January, 2001, from http://www.publications.parliament.uk
  35. Hughes, A. & Menmuir, J. (2002). Being a student on a part-time Early Years degree. Early Years: Journal of International Research and Development, 22(2), 147–161. doi: 10.1080/09575140220151486
  36. Keyes, C. R. (2000). The early childhood teacher’s voice in the research community. International Journal of Early Years Education, 8(1), 3-13. doi: 10.1080/096697600111707
  37. Leat, D. (2004). Partnership and participation in teacher research: Networked Learning Communities. Bedfordshire: National College for School Leadership.
  38. MacNaughton, G., Rolfe, S. & Siraj-Blatchford, I. (2001). Doing early childhood research. Buckingham: Open University Press.
  39. Mayo-Robbins, M. (2002). Early Careers of primary school teachers: Age, gender and ethnicity in graduates’ job destinations and career development. Paper presented at the Annual Conference of the British Educational Research Association, University of Exeter, England.
  40. Meade, A. (2000). If you say it three times, is it true? Critical use of research in early childhood education. International Journal of Early Years Education, 8(1), 15-26. doi: 10.1080/096697600111716
  41. Miles, M. B. & Huberman, M. (1994). Qualitative data analysis: an expanded sourcebook. California: Sage.
  42. Moyles, J. (2001). Passion, paradox and professionalism in early years education. Early Years: Journal of International Research and Development 21(2), 81-95. doi: 10.1080/09575140124792
  43. Moyles, J., Adams, S. & Musgrove, A. (2002). SPEEL: Study of Pedagogical Effectiveness in Early Learning (DfES Research Brief and Report 363). London: DfES.
  44. Nutbrown, C. (2012). Foundations for quality - The independent review of early education and childcare qualifications (Final Report). Nottingham: Department of Education. Retrieved from https://www.education.gov.uk/publications/eOrderingDownload/Foundations%20for%20quality%20-%20Nutbrown%20final%20report.pdf
  45. Osgood, J. (2006). Professionalism and performativity: the feminist challenge facing early years practitioners. Early Years: An International Journal of Research and Development, 26(2), 187-199. doi: 10.1080/09575140600759997
  46. Pascal, C. & Bertram ,T. (1997). Effective Early Learning - Case studies in improvement. London: Hodder and Stoughton.
  47. Prosser, J. (2001) The research process: Sampling. University of Leeds: Faculty of Educational Studies ; Research and Graduate School.
  48. Sá-Chaves, I. & Alarcão, I. (2000). Teachers’ Professional Knowledge: A Multidimensional Analysis using Photographic Representation. Departamento de Didáctica e Tecnologia Educativa. Universidade de Aveiro – Portugal. Education-on-line articles; Leeds University.
  49. Sabar, N. (1994). Teacher and Researcher: What Kind of Partnership Is It? Ethical Implications. Eric Publications.
  50. Saracho, O. & Spodek, B. (2003) Studying teachers in early childhood settings. Charlotte: Information Age Publishing.
  51. Silverman, D. (2000). Doing Qualitative Research. London: Sage Publishing.
  52. Smith, J. (2003). Qualitative psychology: a practical guide to research methods. London: Sage.
  53. Smith, R. (1999). Conditions for learning as a teacher. Journal of In-Service Education, 25(2), 245-261. doi: 10.1080/13674589900200085
  54. Smyth, J. (1987). Educating teachers: Changing the nature of pedagogical knowledge. London: The Falmer Press.
  55. Tripp, D. (1993). Critical incidents in teaching: developing professional judgement. London: Routledge.
  56. Truss, E. (2013). More great childcare: Raising quality and giving parents more choice. Retrieved March 10, 2013, from http://www.education.gov.uk/publications
  57. Woodrow, C. (2007). Whither the early childhood teacher: Tensions for early childhood professional identity between the policy landscape and the politics of teacher regulation. Contemporary Issues in Early Childhood, 8(3), 233–243.