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To what extent can Video Stimulated Reflective Dialogue facilitate the development of practitioner critical reflection and understanding of creativity in scientific inquiry in the early years?

Digby, R (2017) 'To what extent can Video Stimulated Reflective Dialogue facilitate the development of practitioner critical reflection and understanding of creativity in scientific inquiry in the early years?' Journal of Emergent Science, 12 (Winter). pp. 7-15. ISSN 2046-4754

Abstract

This doctoral study is situated within the context of professional development, early scientific inquiry and creativity. It focuses on the potential of Video Stimulated Reflective Dialogue (VSRD) (Moyles et al, 2003) as a tool to promote practitioner critical reflection within a community of practice. The study also examines the effectiveness of VSRD in facilitating practitioner understanding of the role of creativity in scientific inquiry in early years education, and the associated pedagogical approaches. [cut for length]

Item Type: Article
Additional Information:

Text of the full journal issue is available from the publisher's website at the URL above.

Keywords: video, creativity, early years, inquiry, professional development
Subjects: L Education > L Education (General)
L Education > LB Theory and practice of education
L Education > LB Theory and practice of education > LB1501 Primary Education
Divisions: Institute for Education
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Date Deposited: 06 Mar 2017 22:47
Last Modified: 06 Mar 2017 22:48
URI: http://researchspace.bathspa.ac.uk/id/eprint/9379
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