Dyer, Mary A. and Taylor, Susan M. (2012) Supporting professional identity in undergraduate Early Years students through reflective practice. Reflective Practice: international and multidisciplinary perspectives, 13 (4). pp. 551-563. ISSN 1462-3943
- Accepted Version
- Accepted Version
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This study investigates how full-time undergraduates in Early Years conceptualise and judge good practice and how they evaluate and reflect on their own performance. It examines how students use reflective processes, and how the teaching of reflection supports the development of their individual professional vision, values and ethics.
Data were gathered from first and second year students using semi-structured questions in interviews, questionnaires and focus group discussions. They conceptualise good practice as a combination of academic knowledge, interpersonal skills and intuitive responses to individual situations and report that they understand the processes of reflection. However, students continue to rely on other people to confirm that their practice is competent or good, and are reluctant to use or trust their own judgements about their performance.
This indicates that a new pedagogic approach is required to instil in students greater acceptance of their placement experiences as vehicles for learning, and more confidence in their own abilities and authority to judge professional practice.
|Subjects:||L Education > L Education (General)
L Education > LB Theory and practice of education > LB2300 Higher Education
|Schools:||School of Education and Professional Development
School of Education and Professional Development > Centre of Lifelong Learning and Social Justice > Teaching, Public Pedagogies and Professionalism Research Group
School of Education and Professional Development > Centre of Lifelong Learning and Social Justice > Early Years Childhood Youth and Community Research
|Depositing User:||Mary Dyer|
|Date Deposited:||17 May 2012 13:06|
|Last Modified:||19 Aug 2015 21:05|
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