Layen, S and Hattingh, L (2020) 'Supporting students’ development through collaborative reflection: interrogating cultural practices and perceptions of good practice in the context of a field trip.' Early Years, 40 (3). pp. 306-318.
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Abstract
This study examines the perspectives of a group of 10 UK undergraduate students and one Master’s student on a residential field trip to four Danish forest kindergartens. Two dimensions are examined: the impact of collaborative reflection and co-construction of knowledge on student learning; and the influence of cultural assumptions on understandings of early childhood education and care in practice. The methodology was interpretive, and inductive approaches were employed to analyse qualitative data-sets. The study is framed by cultural-historical theory, acknowledging that learning and development takes place in social context and is shaped by cultural and societal values and practices. Findings suggest that students’ collaborative reflections enabled them to identify and question their own assumptions about good practice and to develop their understanding of the relationship between culture and pedagogy. The community of learning that developed afforded rich opportunities for drawing out meaningful relationships between practice and theory. Students emerged with greater understanding of the relevance of research and of their identity as researchers.
| Item Type: | Article |
|---|---|
| Note: | First published on 31 January 2018 before its inclusion in an issue. |
| Keywords: | students as researchers, theory and practice, cultural-historical theory, co-construction and collaboration, early childhood, residential field trip |
| Divisions: | School of Education |
| Research Centres and Groups: | Centre for Research in Early Childhood (REACH) |
| UoA: | Education |
| Date Deposited: | 10 Apr 2018 15:55 |
| Last Modified: | 21 Jun 2023 15:52 |
| ISSN: | 0957-5146 |
| URI / Page ID: | https://researchspace.bathspa.ac.uk/id/eprint/10733 |
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