Introduction to the cluster to through and children’s centre contacts – field notes Attendance at cluster meetings- minutes. Voluntary work in local settings to build trust and develop practitioner status - Field notes Pilot of different ‘listening methodologies’ with all settings – “isomorphic” . Model listening methodologies for practitioners and encourage engagement and discussion. Develop listening framework for the cluster to enhance practice = Context of the cluster Semi Rural Primary Federation embarked upon leading an early years cluster to monitor and bring consistency to local EYFS settings. Cluster consists of 3 sessional preschools (two operating ‘pack-away’ in church halls) and a private full day care, the primary federation and the children’s centre. How is practice changed in Early Years settings when developing 'open listening climates' through pedagogical research? Ontology: A personal desire to change attitudes and shift perceptions as children are ‘experts in their own lives.’ A belief in democracy, transformational education and empowerment. Paradigm and Methodological stance: Qualitative framework taking praxeological approach (Formonsinho and Formonsinho 2012). Ethnographic techniques used to build case studies. Theoretical concepts under consideration: Bourdieu – capital (cultural, economic) & habitus. Wenger – communities of practice Foucault – power in discourse Freire – community learning/ banking model Giddens – better read it then! Current issues: Refining research question – clarity! Which theoretical concepts are most useful? Currently too many. Additional questions : What is the goal of the 'open listening climate'? Who are we listening to? What is the context of the study? How does an outsider become pedagogical researcher? How are innovative methods developed through this praxeological approach? How do staff develop their practice when participating in the research process? Will everyone listen? What are the resulting challenges of such a goal? What are the benefits of developing open listening climates? Proposed methodology: I need to be visible in the research process (Bourdieu 1986) Stories drawings Co-constructed Spacious interactions Puppets CHANGE
Context of the cluster
Feb 24, 2016
How is practice changed in Early Years settings when developing 'open listening climates' through pedagogical research? . Proposed methodology : . Additional questions : What is the goal of the 'open listening climate'? Who are we listening to? What is the context of the study? - PowerPoint PPT Presentation
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Introduction to the cluster to through
and children’s centre contacts –
field notes
Attendance at cluster meetings- minutes.
Voluntary work in local settings to build trust and develop practitioner status
- Field notes
Pilot of different ‘listening methodologies’ with all settings –
“isomorphic” .
Model listening methodologies for practitioners and encourage engagement and discussion.
Develop listening framework for the cluster to enhance
practice =
Context of the clusterSemi Rural Primary Federation embarked upon leading an early years cluster to monitor and bring consistency to local EYFS settings. Cluster consists of 3 sessional preschools (two operating ‘pack-away’ in church halls) and a private full day care, the primary federation and the children’s centre.
How is practice changed in Early Years settings when developing 'open listening climates' through pedagogical research?
Ontology: A personal desire to change attitudes and shift perceptions as children are ‘experts in their own lives.’ A belief in democracy, transformational education and empowerment. Paradigm and Methodological stance:Qualitative framework taking praxeological approach (Formonsinho and Formonsinho 2012).
Ethnographic techniques used to build case studies.
Theoretical concepts under consideration: Bourdieu – capital (cultural, economic) & habitus. Wenger – communities of practiceFoucault – power in discourseFreire – community learning/ banking model Giddens – better read it then!Current issues: Refining research question – clarity! Which theoretical concepts are most useful? Currently too many.
Additional questions : What is the goal of the 'open listening climate'? Who are we listening to? What is the context of the study? How does an outsider become pedagogical researcher? How are innovative methods developed through this praxeological approach? How do staff develop their practice when participating in the research process? Will everyone listen? What are the resulting challenges of such a goal? What are the benefits of developing open listening climates?
Proposed methodology: I need to be visible in the
research process (Bourdieu 1986)
Stories
drawings
Co-constructed
Spacious interactions Puppets
CHANGE
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