Article
Experiences of teacher reflection in the studio: Reggio inspired practices
Journal of Early Childhood Research
(2012)
Abstract
A teacher educator phenomenologically researches with two studio teachers, creating a dynamic of three
reflective practitioners making meaning of their time in the studios. They are reflective practitioners as they
claim to practice learning and teaching in reflection, action and reflective action. In their team of three, they
explore the question: How can reflective practices help us make meaning of our experiences in the early childhood
studio? This team ventures to find meaning in their reflective studio encounters as they work together to
reflect back on their experiences in a school’s studios. Working with small groups of children in two studios,
these teacher researchers co-learn with children, in one studio about making family faces and the other about
creating birds and nests. They bring together their trails and traces of learning – their documentation – to
collaborate on reflecting back their experiences and make meaning of them to move forward in their work.
In reflecting, problems arise with collaboration which leads to solutions of risking to listen, moving beyond
comfort zones and more reflection.
Keywords
- teacher reflection,
- Reggio-inspired,
- early childhood,
- classroom practices
Disciplines
Publication Date
Summer June 10, 2012
DOI
10.1177/1476718X11407982
Citation Information
William A. Parnell. "Experiences of teacher reflection in the studio: Reggio inspired practices" Journal of Early Childhood Research Vol. 2 Iss. 10 (2012) p. 117 - 133 Available at: http://works.bepress.com/william_parnell/31/