10,024
Views
19
CrossRef citations to date
0
Altmetric
Articles

Developing professionalism through reflective practice and ongoing professional development

References

  • Alvestad, M., and M. Rothle. 2007. “Educational Forums: Frames for Development of Professional Learning. A Project in Early Childhood Education in Norway.” European Early Childhood Education Research Journal 15 (3): 407–425. doi: 10.1080/13502930701679692
  • Bennett, J. 2003. “Starting Strong. The Persistent Division Between Care and Education.” Journal of Early Childhood Research 1 (1 and 2): 21–48. doi: 10.1177/1476718X030011006
  • Centre for Early Childhood Development and Education (CECDE). 2006a. Síolta: The National Quality Framework for Early Childhood Education, User Manuals. Dublin: CECDE.
  • Centre for Early Childhood Development and Education (CECDE). 2006b. Síolta: The National Quality Framework for Early Childhood Education. Síolta Research Digests. Dublin: CECDE.
  • Cohen, L., L. Manion, and K. Morrison. 2000. Research Methods in Education. 5th ed. London: Routledge.
  • Creswell, J. W. 2003. Research Design. Qualitative and Quantative Approaches. 2nd ed. London: Routledge.
  • Dahlberg, G., P. Moss, and A. Pence. 1999. Beyond Quality in Early Childhood Education: Postmodern Perspectives. London: Falmer Press.
  • Dalli, C. 2008. “Pedagogy, Knowledge and Collaboration: Towards a Ground-up Perspective on Professionalism.” European Early Childhood Research Journal 16 (2): 171–185. doi: 10.1080/13502930802141600
  • Day, C., A. Kington, G. Stobart, and P. Sammons. 2006. “The Personal and Professional Selves of Teachers: Stable and Unstable Identities.” British Educational Research Journal 32 (4): 601–616. doi: 10.1080/01411920600775316
  • Deakins, E. 2007. “The Role of Meaningful Dialogue in Early Childhood Education Leadership.” Australian Journal of Early Childhood 32 (1): 38–46.
  • Ellis, J. H. M., and J. A. Kiely. 2000. “The Promise of Action Inquiry in Tackling Organisational Problems in Real Time.” Action Research International, Paper 5. Accessed February 4, 2011. http://www.scu.edu.au/schools/gcm/ar/ari/p-jellis00.html
  • Frankham, J., and A. Howes. 2006. “Talk as Action in ‘Collaborative Action Research’: Making and Taking Apart Teacher/researcher Relationships.” British Educational Research Journal 32 (4): 617–632. doi: 10.1080/01411920600775324
  • Fullan, M., C. Cuttress, and A. Kilcher. 2005. “8 Forces for Leaders of Change.” Educational Leadership 26 (4): 54–58.
  • Garman, A. N., R. Evans, M. K. Krause, and J. Anfossi. 2006. “Professionalism.” Journal of Healthcare Management 51 (4): 219–222.
  • Herr, K., and L. Anderson. 2005. The Action Research Dissertation: A Guide for Students and Faculty. London: Sage.
  • Kemmis, S. 2009. “Action Research as a Practice-based Practice.” Educational Action Research 17 (3): 463–474. doi: 10.1080/09650790903093284
  • Li, Y. 2008. “Teachers in Action Research: Assumptions and Potentials.” Educational Action Research 16 (2): 251–260. doi: 10.1080/09650790802011908
  • McGillivray, G. 2008. “Nannies, Nursery Nurses and Early Years Professionals: Constructions of Professional Identity in the Early Years Workforce in England.” European Early Childhood Education Research Journal 16 (2): 242–254. doi: 10.1080/13502930802141659
  • McNiff, J., and J. Whitehead. 2006. All You Need to Know About Action Research. London: Sage Publications.
  • Moloney, M. 2010. Síolta: Working Together to Sow the Seeds. The Story of of Síolta in Limerick's Northside. Accessed September 8, 2010. http://limerickcitychildcare.ie/Publications/Siolta%20Working%20together%20to%20sow%20the%20seeds.pdf
  • Moyles, J. 2001. “Passion, Paradox and Professionalism in Early Years Education.” Early Years 21 (2): 81–95. doi: 10.1080/09575140124792
  • National Co-ordinating Childcare Committee. 2002. Model Framework for Education: Training and Professional Development in the Early Childhood Care and Education Sector. Dublin: Department of Justice, Equality and Law Reform.
  • National Council for Curriculum and Assessment (NCCA). 2009. Aistear. The Early Childhood Curriculum Framework. Dublin: NCCA.
  • Oberhuemeur, P. 2000 “Conceptualizing the Professional Role in Early Childhood Centers: Emerging Profiles in Four European Countries.” Early Childhood Research and Practice 2(2), Accessed March 30, 2012. http://ecrp.uiuc.edu/v2n2/oberhuemer.html
  • Osgood, J. 2010. “Reconstructing Professionalism in ECCE: The Case for the ‘Critically Reflective Emotional Professional’.” Early Years 30 (2): 119–133. doi: 10.1080/09575146.2010.490905
  • Robson, C. 1993. Real World Research: A Resource for Social Scientists and Practitioner Researchers. Oxford: Blackwell.
  • Schön, D. 1983. The Reflective Practitioner: How Professionals Think in Action. London: Temple Smith.
  • Senge, P., and O. Scharmer. 2001. “Community Action Research: Learning as a Community of Practitioners, Consultants and Researchers.” In Handbook of Action Research, Participative Inquiry and Practice, edited by P. Reason and H. Bradbury, 238–249. London: Sage.
  • Share, M., L. Kerrins, and S. Greene. 2011. Developing Early Professionalism. Evaluation of the Early Learning Initiative's Professional Development Programme in Community Childcare Centres in the Dublin Docklands. Dublin: National College of Ireland.
  • Shulman, L. S., and J. H. Shulman. 2004. “How and What Teachers Learn: A Shifting Perspective.” Journal of Curriculum Studies 26 (2): 257–271. doi: 10.1080/0022027032000148298
  • Simpson, D. 2010. “Being Professional? Conceptualising Early Years Professionalism in England.” European Early Childhood Education Research Journal 18 (1): 5–14. doi: 10.1080/13502930903520009
  • Siraj-Blatchford, I. 1993. “Educational Research and Reform: Some Implications for the Professional Identity of Early Years Teachers.” British Journal of Educational Studies 41 (4): 393–408. doi: 10.1080/00071005.1993.9973975
  • UNICEF. 2008. The Child Care Transition. A League Table of Early Childhood Education and Care in Economically Advanced Countries. Florence: UNICEF Innocenti Research Centre.
  • United Nations Educational Scientific and Cultural Organisation (UNESCO). 2004. The Early Childhood Workforce: Continuing Education and Professional Development. Paris: United Nations Educational Scientific and Cultural Organisation.
  • Wong, A. C. Y. 2009. “Dialogue Engagements: Professional Development using Pedagogical Documentation.” Canadian Children 34 (2): 25–30.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.