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Animating a curriculum framework through educator co-inquiry: co-learning, co- researching and co- imagining possibilities

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dc.contributor.authorHewes, Jane
dc.contributor.authorLirette, Patricia
dc.contributor.authorMakovichuk, Lee
dc.contributor.authorMcCarron, Rebekah
dc.date.accessioned2020-11-06
dc.date.accessioned2022-05-31T01:16:19Z
dc.date.available2022-05-31T01:16:19Z
dc.date.issued2019
dc.description.abstractThe shift toward a pedagogical foundation for professional practice in early childhood along with the introduction of curriculum frameworks in early learning and child care, calls for approaches to professional learning that move beyond transmission modes of learning towards engaged, localized, participatory models that encourage critical reflection and investigation of pedagogy within specific settings. In this paper, we describe ongoing participatory research that explores educator co-inquiry as an approach to animating a curriculum framework. A story of curriculum meaning making that opened a hopeful space for critical pedagogical reflection and changed practice serves as a basis for deeper reflection.
dc.format.extent580.79KB
dc.format.mimetypePDF
dc.identifier.citationHewes, J., Lirette, P., Makovichuk, L., and McCarron, R. (2019). Animating a curriculum framework through educator co-inquiry: Co-learning, co-researching and co-imagining possibilities. Journal of Childhood Studies 44(1), pp. 37-53. DOI:10.18357/jcs.v44i1.18776
dc.identifier.doihttps://doi.org/10.18357/jcs.v44i1.18776
dc.identifier.urihttps://hdl.handle.net/20.500.14078/2035
dc.languageEnglish
dc.language.isoen
dc.rightsAttribution-NonCommercial (CC BY-NC)
dc.rights.urihttps://creativecommons.org/licenses/by-nc/4.0/
dc.subjectprofessional learning
dc.subjectpedagogical dialogue
dc.subjectearly childhood care and education
dc.subjectcoinquiry
dc.subjectcurriculum framework
dc.titleAnimating a curriculum framework through educator co-inquiry: co-learning, co- researching and co- imagining possibilitiesen
dc.typeArticle

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