Titlebook: Research Partnerships in Early Childhood Education; Teachers and Researc Judith Duncan (associate professor of Education),L Book 2013 Judit

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,Ko koe ki tēna, ko ahau ki tēnei kīwai o te kete: Exploring Collaboration across a Range of Recent ionships that make any kind of researching, teaching, and learning possible, let alone effective, are reliant on building collaborative partnerships between teachers, academic researchers, and others with an invested interest in the educational project (e.g., . [children] and . [parents])—as well as

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,An Ongoing Exploration of Uncertainty: Ethical Identities—Ours and Children’s,-Ketchabaw, Nxumalo, Kocher, Elliot, & Sanchez, 2013) that had begun in 2006 under the auspices of the University of Victoria, British Columbia (BC), Canada. This project invited early childhood educators to gather together to think critically, question assumptions, and look more deeply into their p

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,Teacher Reflection in Early Years Partnership Research Projects: But It’s No Use Going Back to Yestrs) and teachers, where reflection and reflective records formed the data gathering methodology, as well as generating our new understandings. The teachers, discussed in this chapter, describe their experiences with reflective writing in the two projects. Drawing on the theoretical concepts of Fouca

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,Teacher Reflection in Early Years Partnership Research Projects: But It’s No Use Going Back to Yestchers, discussed in this chapter, describe their experiences with reflective writing in the two projects. Drawing on the theoretical concepts of Foucault, and Deleuze and Guattari, the use of reflective writing within partnership projects is reexamined.

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