Building a community of enquiry with students on a foundation degree in early years

BATH, Caroline, BARR, Karen and HAYNES, Mary (2014). Building a community of enquiry with students on a foundation degree in early years. Journal of Vocational Education & Training, 66 (2), 249-262.

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Link to published version:: https://doi.org/10.1080/13636820.2014.894935
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    Abstract

    This article discusses a project designed to build a community of enquiry in the first year of a foundation degree in early years at an English university. Derived originally from Lipman's ideas of Philosophy for Children, this approach became a regular part of the fortnightly session for these early childhood practitioners, in order to support them to apply criticality to their learning. The project was evaluated using an action research approach and participant comments suggested that the community of enquiry, though challenging, had several aspects which supported student learning. These are identified as relational pedagogy, enabling discussion and reflective practice. The article concludes that building a community of enquiry was beneficial not only in improving students' learning but also in validating the foundation degree student profile as early years practitioners practising what Osgood calls 'emotional professionalism@.

    Item Type: Article
    Research Institute, Centre or Group - Does NOT include content added after October 2018: Sheffield Institute of Education
    Identification Number: https://doi.org/10.1080/13636820.2014.894935
    Page Range: 249-262
    Depositing User: Ann Betterton
    Date Deposited: 18 Dec 2014 15:59
    Last Modified: 18 Mar 2021 23:30
    URI: http://shura.shu.ac.uk/id/eprint/9088

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