A pathway to play in early childhood education developed through the explicit modelling of reflective practice in teacher education in Abu Dhabi, UAE

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Abstract

This is a practitioner-based research inquiry into reflective practices during an in-service professional development course for Emirati early childhood teachers at a university in Abu Dhabi, UAE. The course focused on child-centred learning through play. During the course, reflective strategies were explicitly modelled by the lecturer through thinking-aloud protocol, sharing of reflective diary entries and interactive discussions. Students reflected on their teaching practices in reflective diaries and on their experiences of explicit modelling of reflective practices in semi-structured interviews. The inquiry's three phases examined: (a) the content of teacher educator reflective practices; (b) how participants reflected on their teaching and, (c) how participants benefited from the explicit modelling of reflective practices during the course. Findings showed the teacher educator reflected on essential elements of teacher reflective practice. Importantly, students also evidenced reflection on key concepts and on how their developing reflective awareness had positive repercussions for child-centred, play-based practices.

Original languageEnglish
Pages (from-to)203-217
Number of pages15
JournalReflective Practice
Volume15
Issue number2
DOIs
Publication statusPublished - Mar 2014
Externally publishedYes

Keywords

  • early childhood teacher development
  • explicit modelling of reflective practices
  • play-based learning
  • practitioner-based research inquiry
  • reflective awareness
  • reflective practices

ASJC Scopus subject areas

  • Philosophy

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