Unpacking power: The role of critical reflection in preschool internship

IF 1.3 Q2 EDUCATION & EDUCATIONAL RESEARCH

Contemporary Issues in Early Childhood Pub Date : 2023-03-22 DOI:10.1177/14639491231162158

C. Nolan, C. Brennan, Tasha Tropp Laman

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Abstract

This study examined the potential role of critical reflection as a tool to support pre-service early childhood teacher interns in understanding and questioning pedagogical choices witnessed in their preschool internships while developing their own socially responsible teaching capacity. This study contributes to the field of critical reflection in teacher education by emphasizing an analysis of power, using Patricia Hill Collins’ matrices of power to understand the complexities of systemic injustices and identify potential solutions. The authors conducted an analysis of students’ critical reflections, which were completed weekly during their quarter-long preschool internship. The authors found that a critical analytic lens, using power, created intentional space to pause and expand interpretations of unequal and inequitable dynamics within the students’ preschool internship experiences, and had the potential to impact their subsequent pedagogical decisions. These findings hold the possibility for teacher preparation programs to bolster students’ reflective praxis and seed justice-oriented possibilities in early childhood education.

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打开的力量：批判性反思在学前实习中的作用

本研究考察了批判性反思作为一种工具的潜在作用，以支持职前幼儿教师实习生理解和质疑他们在幼儿园实习中目睹的教学选择，同时发展他们自己的社会责任教学能力。本研究通过强调对权力的分析，利用帕特里夏·希尔·柯林斯的权力矩阵来理解系统性不公正的复杂性，并找出潜在的解决方案，从而为教师教育的批判性反思领域做出了贡献。作者对学生的批判性反思进行了分析，这些反思是他们在为期一个季度的学前实习期间每周完成的。作者发现，一个批判性的分析镜头，使用权力，创造了有意识的空间来暂停和扩大对学生学前实习经历中不平等和不公平动态的解释，并有可能影响他们随后的教学决策。这些发现表明，教师预备课程有可能加强学生的反思性实践，并在幼儿教育中播下以正义为导向的可能性。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Contemporary Issues in Early Childhood EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.70

自引率

8.30%

发文量

期刊介绍： Contemporary Issues in Early Childhood (CIEC) is a peer-reviewed international research journal. The journal provides a forum for researchers and professionals who are exploring new and alternative perspectives in their work with young children (from birth to eight years of age) and their families. CIEC aims to present opportunities for scholars to highlight the ways in which the boundaries of early childhood studies and practice are expanding, and for readers to participate in the discussion of emerging issues, contradictions and possibilities.