FULL REFERENCE: Grey, A. (2015). “It is a risk, but it is a risk worth taking”: Early childhood teachers’ reflections on review of practice using an approach of practical philosophy. NZ Research in Early Childhood Education Journal, 18, 52 – 66.
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ABSTRACT: This article discusses an approach to self-review where an early childhood teaching team reviewed the values that underpin teaching practice, rather than the behaviour demonstrated in teaching practice. This approach takes the form of practical philosophy or inquiry with others in order to critically examine teaching practice (Dahlberg, Moss & Pence, 2007). A small qualitative study was undertaken by one teaching team to reflect on their personal philosophy of teaching, and to negotiate, as a team, the values they wanted to underpin their teaching.
The teachers valued participating in reflection and personal dialogue, but experienced some challenges. It was found that this approach can be a valuable method of self-review to heighten teachers’ individual self-awareness, to promote professional dialogue and greater understanding amongst the teaching team and to provoke teachers to reflect more critically on their teaching.
Key words: Self-review; practical philosophy; reflection; teaching inquiry.
Introduction
Self-review is a common expectation within the early childhood education sector. This expectation is outlined in the Registered Teacher Criteria 12 (New Zealand Teachers Council, 2010) that states: “teachers use critical inquiry to reflect on and refine values and practice, and respond to feedback from their colleagues”. Early childhood education documents have been published by the Ministry of Education that support the implementation of self-review, namely The quality journey: He Haerenga whai hua (Ministry of Education, 1999) and Nga Arohaehae whai hua: Self-review guidelines for early childhood education (Ministry of Education, 2006). This article takes the view that although these documents are useful as guidelines, alternative approaches to self-review and critical inquiry should also be instigated and trialled. It is argued that practical philosophy is one such approach to self-review and evaluation of teaching practice for early childhood education in Aotearoa New Zealand, and elsewhere.
