1st Edition
Unlocking Practitioner Inquiry Growing Professionally in Early Years Education
Introduction: Inviting engagement
Alma Fleet, Katey De Gioia, Marina Papic and Catherine Patterson
Part 1: Setting the Scene
1. Practitioner inquiry: Processes, potentials and purposes
Catherine Patterson
2. What is a useful question?
Marina Papic
3. Evidence for change: Finding and analysing data
Katey De Gioia
4. Practitioner inquiry as a tool for meeting and moving beyond regulatory requirements for teachers
Katey De Gioia
Part 1 Commentary: Supporting the transformative potential of practitioner inquiry in early years’ contexts
Nicole Mockler
Part 2: Sharing Stories of Experience
5. Unpacking complexity in complex environments
Alma Fleet
6. Stories from the classroom: School-based change through an inquiry-based approach
Anthony Semann and Leanne Armao
7. ‘Forming’ ourselves as teacher~researchers
Chris Celada and Margo Hobba
8. What matters: Participant voices in a year of sustained professional learning
Diti Hill-Denee (with Helen Aitken)
Part 2 Commentary: Experiences of meaning-full practitioner inquiry
Maria Cooper
Part 3: Exploring big ideas
9. Unexpected opportunities: Inquiry as professional learning
Catherine Patterson and Katey De Gioia
10. Intersections of pedagogical documentation and practitioner inquiry
Alma Fleet, Adam Christie and Jessica Dubois
11. Effecting positive change: The role of educational leaders
Marina Papic
12. Practitioner research as sustainable professional practice
Christine Woodrow and Linda Newman
Part 3 Commentary: Growing Professionally
Andrew Stremmel
Conclusion: Thinking together
Katey De Gioia, Alma Fleet, Marina Papic and Catherine Patterson
Biography
Katey De Gioia describes herself as first and foremost an early childhood teacher. She has appreciated the opportunity to take on leadership roles across a variety of educational institutions throughout her career. Katey has adopted practitioner inquiry to lead evidence informed change to practice.
Alma Fleet is an experienced teacher and teacher educator who enjoys consultancies with teachers in diverse settings and locations, particularly focusing on practitioner inquiry and pedagogical documentation as vehicles of educational change. She has enjoyed leadership and research roles at Macquarie University and has valued her time with Aboriginal colleagues.
Catherine Patterson has recently retired from working with student teachers at the Institute of Early Childhood, Macquarie University. Her research into practitioner inquiry has enabled her to support experienced educators and leaders in re-thinking their daily practices with children and adults.
Marina Papic is Professor of Early Childhood Education and Mathematics Education at the Australian Catholic University. Marina has worked in the education sector for 35 years and has held various teaching, academic and leadership roles. Her research focuses on teacher professional learning in mathematics curriculum and pedagogy and early numeracy.
‘The key to educational improvement in early childhood lies in inquiring and puzzling, hypothesising and evaluating. These experienced authors have delivered a book enhancing the inner strengths and wisdom of practitioners to inspire and lead change in their unique contexts.’
Dr Sandra Cheeseman, CEO, Créche & Kindergarten Association, Queensland, Australia.
