Teaching Strategies: Strategies for Teaching Early Childhood Students to Connect Reflective Thinking to Practice

Grossman, Sue; Williston, Judy

doi:10.1080/00094056.2001.10522175

Cited by 9 publications

(2 citation statements)

References 6 publications

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“…Jovanovic and Fane (2016) examine how pre-service teachers could remain autonomous while navigating the regulatory landscape. There are also discussions about facilitating pre-service teachers’ reflective skills to improve practice (Grossman and Williston, 2001; McFarland et al, 2009). Western developmental perspectives have been a predominant influence in ECEC's curricular subjects and practices.…”

Section: Hegemony and Resistancementioning

confidence: 99%

Why aren’t we there yet? A typology for evaluating resistant and counter-hegemonic practices

Bin

Oxworth

2022

Contemporary Issues in Early Childhood

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Neo-liberalism continues to expand its grip on education, despite fierce opposition. As an economic and political hegemony, neo-liberalism silences alternative viewpoints and neutralises resistance. Using an example of integrating Australian Indigenous pedagogy in early childhood initial teacher education, this article puts forward a typology for examining and evaluating various forms of resistant and counter-hegemonic endeavours. Taking a Gramscian perspective of hegemonic struggles as multifaceted and dynamic, the proposed model comprises three levels: practical, critical and political. Neo-liberalism has intricate linkages to the colonial past. The current domination of Northern theory expounds knowledge primarily from the industrial West in the Global North. In contrast, Indigenous knowledge from the marginalised Global South is envisioned as a counter-hegemonic force. Within this context, the authors illustrate how the proposed model could be used to evaluate resistant practices in the case of practising Australian Indigenous pedagogies of dadirri and yarning circles in early childhood initial teacher education.

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Section: Hegemony and Resistancementioning

confidence: 99%

Why aren’t we there yet? A typology for evaluating resistant and counter-hegemonic practices

Bin

Oxworth

2022

Contemporary Issues in Early Childhood

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show abstract

“…Ryan, Toohey & Hughes (1996) identified as crucial to the optimum learning condition for student and beginning teachers was the opportunity to reflect on or to examine their experiences. Grossman and Williston (2001) also were interested in investigating how undergraduate students are prepared to use reflection to guide their current and future understanding of their teaching and learning. They believed that reflection enabled students to develop a deeper understanding about children, teaching and themselves and this reflection, in effect, contributed to professional learning.…”

Section: The Internship In Teacher Educationmentioning

confidence: 99%

Reflection : Journals and Reflective Questions : a Strategy for Professional Learning

Clarke

2004

AJTE

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Developing Early Childhood Professionals in Laboratory Schools

McBride

Fisher

2019

The Wiley Handbook of Early Childhood Care and Education

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Teaching Strategies: Strategies for Teaching Early Childhood Students to Connect Reflective Thinking to Practice

Cited by 9 publications

References 6 publications

Why aren’t we there yet? A typology for evaluating resistant and counter-hegemonic practices

Why aren’t we there yet? A typology for evaluating resistant and counter-hegemonic practices

Reflection : Journals and Reflective Questions : a Strategy for Professional Learning

Developing Early Childhood Professionals in Laboratory Schools

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