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ERIC Number: EJ818544
Record Type: Journal
Publication Date: 2006-Mar
Pages: 19
Abstractor: As Provided
Reference Count: 24
ISBN: N/A
ISSN: ISSN-1367-4587
Educational Process Reflection (EPR): An Evaluation of a Model for Professional Development Concerning Social Interaction and Educational Climate in the Swedish Preschool
Bygdeson-Larsson, Kerstin
Journal of In-service Education, v32 n1 p13-31 Mar 2006
Educational process reflection (EPR) is a professional development model aimed at supporting preschool teachers reflecting on and changing their practice. A particular focus is on interaction between practitioners and children, and between the children themselves. In this article, I first describe the theoretical frameworks that helped shape EPR, then offer a brief overview of its components. The main part of the article reports an evaluation of EPR. It will be shown that EPR was largely successful in terms of its aims, although there were weaknesses. The article ends with a critical reflection on the evaluation and how it informed the subsequent development of EPR.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Sweden