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ERIC Number: EJ861638
Record Type: Journal
Publication Date: 2009
Pages: 14
Abstractor: As Provided
Reference Count: 16
ISSN: ISSN-1090-1027
Change within a Teacher Education Program and Laboratory: A Reflective Commentary
Cutler, Kay M.; Gilkerson, Deanna; Bowne, Mary; Stremmel, Andrew
Journal of Early Childhood Teacher Education, v30 n4 p404-417 2009
Intentional, systemic philosophical change on an educational program level and on an individual level is often a slow and cyclic process. In this article, we reflect on the journey of philosophical change and growth from a traditional philosophy to an inquiry-based, Reggio-inspired one that occurred on both levels in an early childhood teacher education program and laboratory school over a period of 7 years. As an inquiry group, we reflected on the change we experienced in our own teaching methods, our interactions with staff members and each other, and our perceptions of change in interaction with our students. After carefully and systematically reviewing our reflections, five trends in change were identified. They were (a) recasting the image of the teacher and reevaluating the process of teaching and learning, (b) valuing dialogue, (c) cultivating a reflective mindset, (d) valuing outside perspectives, and (e) building meaningful relationships. The process of reflecting on and documenting our journey has improved our ability to articulate the change we made and to see our growth. Further it has illuminated future teaching and learning directions and aims that we intend to pursue. Finally, we hope that sharing this process will encourage others to examine what, how, and why of their teaching and learning in order to enhance their own professional development journey.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Opinion Papers; Reports - Descriptive
Education Level: Early Childhood Education; Preschool Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A