ABSTRACT

The aim of the study was to explore the use of a rating scale as a tool for driving professional learning for pre-school ECEC staff. A rating scale was used as a measure of children’s learning experiences in pre-school provision, which then guided the content of a professional learning programme. The programme was therefore targeted towards provision for children’s conceptual and higher order thinking as this learning experience was weak in all the participating settings. We establish whether such an approach had value, that is, whether it led to sustainable transformation of professional practice and explore the tensions that became apparent. While there appears to have been some transformation of practice, the use of a rating scale as a stimulus created opportunities for performativity that are critically discussed. We consider tensions that are related to the construction of the child and the implications for professional learning.

摘要

该研究的目的是探索使用评级量表作为推动学前 ECEC 工作人员专业学习的工具。评级量表被用作衡量儿童在学前教育中的学习经验，然后指导专业学习计划的内容。因此，该计划的目标是为儿童的概念和更高层次的思维提供服务，因为这种学习体验在所有参与环境中都很薄弱。我们确定这种方法是否有价值，也就是说，它是否导致了专业实践的可持续转变和探索变得明显的紧张关系。虽然实践似乎发生了一些转变，但使用评分量表作为刺激创造了被批判性讨论的表演机会。我们考虑与孩子的构造和对专业学习的影响有关的紧张局势。