ABSTRACT

This paper brings together two studies, conducted independently in two different countries, Turkey and Australia, both focusing on supporting early years teachers to research and strengthen their own practice in relation to play-based pedagogies. It reports on the professional learning programmes that were implemented to improve understanding about play and young children’s learning, leading to a change in practice. We argue that practice change is achievable through effective professional learning programmes that combine essential elements such as knowledge building, situating the learning within the context of practice, and encouraging critical deliberation in a supportive collegial environment. In both studies this has led to change in teacher’s pedagogical knowledge and practice.

摘要

本文汇集了在土耳其和澳大利亚这两个不同国家独立进行的两项研究，均侧重于支持幼儿教师研究和加强他们自己与基于游戏的教学法相关的实践。它报告了为提高对游戏和幼儿学习的理解而实施的专业学习计划，从而导致实践发生变化。我们认为，实践变革可以通过有效的专业学习计划来实现，这些计划结合了知识构建、将学习置于实践背景下以及鼓励在支持性的学院环境中进行批判性思考等基本要素。在这两项研究中，这导致了教师教学知识和实践的变化。