Recognising, Valuing and Celebrating Practitioner
                    Research

Woodrow, Christine; Newman, Linda

doi:10.4135/9781473921924.n1

Cited by 3 publications

(1 citation statement)

References 35 publications

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“…A social constructionist theoretical framework was employed, alongside participatory action research (PAR) and appreciative inquiry (AI) methodologies. Similar methodology has been employed in prior early childhood research to facilitate transformative learning, for example, by Elliott (2015) and Woodrow and Newman (2015). Through PAR in this study, transformative shift was possible with the research opening up a space for professional learning among the practitioners who made movements in their thinking and pedagogies.…”

Section: Theoretical Framework and Methodologiesmentioning

confidence: 91%

Early Childhood Educators' Professional Learning for Sustainability Through Action Research in Australian Immersive Nature Play Programmes

Hughes¹

2023

Educ. res. soc. change.

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In this paper, I provide insights into how action research influenced the movement of Australian early childhood educators' worldviews, identities, and their agency in relation to education for sustainability (EfS) in natural outdoor settings. This was integral to a larger study that explored early childhood educators' understandings of a nature-sustainability nexus and its influence on their pedagogies in Australian immersive nature play programmes. The findings indicated personal transformations for some participants as individuals and as teams of early childhood professionals, resulting in new discourses for EfS-with others engaging in an ongoing journey of disrupting dominant anthropocentric ways of thinking.

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Section: Theoretical Framework and Methodologiesmentioning

confidence: 91%