travail
发表于 2025-3-25 05:13:42
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边缘带来墨水
发表于 2025-3-25 09:40:18
A Constant Juggle for Balance: A Day in the Life of a New Zealand Kindergarten Teacherion of the day during an interview with the teacher, yielded the image of . to describe the teacher’s professional practice. The teacher juggled the demands of working with a group of children while responding to individual interests, managing curriculum plans as open possibilities, and seeking ethi
步履蹒跚
发表于 2025-3-25 12:07:07
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Coordinate
发表于 2025-3-25 19:06:40
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Inscrutable
发表于 2025-3-25 21:30:50
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Coterminous
发表于 2025-3-26 02:10:59
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Crepitus
发表于 2025-3-26 05:27:36
A Profession Speaking and Thinking for Itselfssionalism in early childhood practice on the basis of themes and issues identified across the preceding chapters. The insights are presented in an ecological framework and discussed in terms of what they might indicate about early childhood professional epistemologies. This is followed by some caut
吵闹
发表于 2025-3-26 12:25:34
The Uncertain Expert: A Case Study from Germany is argued that the practitioner’s conceptualisation of early childhood professionalism is constructed around her image of the child, leading to specific (i.e., open and relational) practices with children. Having to work in a system that values certainty and technical expertise, she finds herself in a fundamental professional dilemma.
innate
发表于 2025-3-26 15:15:03
A Need, a Desire, a Shared Responsibility: Professional Development for a New Public Educationntext and offers critical and provocative thoughts on reforming practices from within the educational profession. A short introduction written by one of the editors provides the necessary context and links it to the thematic discussion of this book.
nonradioactive
发表于 2025-3-26 17:54:23
ith us. We conclude that professionalism for early years practitioners can be difficult to define in the context of a country which retains wide and disparate public and private provision and a widely stratified workforce in terms of qualifications. This is not aided by the introduction in 2006 of a centrally defined Early Years Professional role.