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

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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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Official URL: https://jecer.org/proposal-provokes-dialogue-pract...

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 Discrete Keywords:	Practice-led inquiry, instructional design, reflection, questioning
Subjects:	L Education > L Education (General) L Education > LB Theory and practice of education
Divisions:	College of Arts, Humanities and Education > School of Education
Related URLs:	https://jecer.org/
Copyright Info:	Open Access Journal
Depositing User:	Michael Reed
Date Deposited:	07 May 2019 09:30
Last Modified:	17 Jun 2020 17:29
URI:	https://eprints.worc.ac.uk/id/eprint/7925

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