By Rosie Walker and Michael Reed (University of Worcester, UK)
This article reports on the process by which experienced early years practitioners/teachers, having completed their Foundation Degree programme at the University, of Worcester (hereafter the University) came together to edit, and publish the results of their practice based investigations. The degree was taught in the local community as a partnership between Local Authority and the University, hence a desire to disseminate the results of the students’ investigations (within the wider community).
The aim was to enhance understanding of quality improvement in practice and in research and make student research practice more visible to others through publication and dissemination, instead of as one student put it having more than just a typed dissertation “resting on a shelf”. Our aim as tutors and researchers was to actively participate in the process, to understand how the students work and thinking evolved within a community of practice.
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