By Kathy Goouch and Hazel Bryan
There has been increasing interest shown by those concerned with young children’s learning in international policy and practice. By travelling ourselves, we sought to understand the imperative for practitioners to look beyond their own geographical and cultural locations for guidance.
This article critically considers the question of what nourishes and sustains a teacher’s sense of professional identity and tentatively concludes that where a guiding philosophy exists and is clearly articulated in policy and practice, then a synthesis of other models enhances pedagogy. However, where such a guiding philosophy is absent, a ‘cut and paste’ model is applied. Read more ...
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