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A Proposal that Provokes Further Dialogue About Practitioner Inquiry and Elements of a Methodological Exploration

Reed, Michael (2016) A Proposal that Provokes Further Dialogue About Practitioner Inquiry and Elements of a Methodological Exploration. Varhaiskasvatuksen Tiedelehti: Journal of Early Childhood Education Research, 5 (1). pp. 189-201. ISSN 2323-7414

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Abstract

This paper is concerned with teaching and learning in higher education and is situated in a field of study known as students as researchers. This is where students engage in learning at university aligned with a practice-led inquiry conducted in the workplace. It is a process, which can be applied to a number of modalities or disciplines, but in this case concentrates on the training of early education students. It describes the instructional design for a course and offers a conceptual model for how this can promote higher order learning and professional reflection on practice. The paper is presented as a thoughtful stimulus intended to provoke further dialogue about practitioner inquiry and elements of methodological exploration.

Item Type: Article
Additional Information:

The full-text of the published version can be accessed via the Official URL.

Uncontrolled Keywords: Practice-led inquiry, instructional design, reflection, questioning
Subjects: L Education > L Education (General)
L Education > LB Theory and practice of education
Divisions: Academic Departments > Institute of Education
Related URLs:
Copyright Info: Open Access Journal
Depositing User: Michael Reed
Date Deposited: 07 May 2019 09:30
Last Modified: 07 May 2019 09:30
URI: https://eprints.worc.ac.uk/id/eprint/7925

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