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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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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 |
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| 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: | |
| 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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