Reggio Emilia Tai Tokerau
Cheryl Kingi (Kerikeri Kindergarten) firstname.lastname@example.org 021990708
Other 'committee' members:
- Julia Semb.
- Kaye Dawson (Inspiring Minds)
- Tamsin Bailie
Professional Practice as Professional Development
Tuesday 29th March - 6-9pm
REANZ is delighted to be welcoming Ann Pelo back to Aotearoa New Zealand to share her experiences with us. Ann is a teacher educator, program consultant, and author whose primary work focuses on pedagogical practice, social justice and ecological teaching and learning, and the art of mentoring. Her work is anchored by a commitment to the right of educators to be intellectually, emotionally, and spiritually engaged by their work. Ann offers educators the opportunity to engage with deeper understandings and new questions through the power of story, reflection and collaboration. Ann’s work is sustained by teachers' commitment to growth and challenge, by children's potent capacity for questions, and by families' deep commitment to their children.
Ann is the author of five books: The Goodness of Rain: Developing an Ecological Identity in Young Children (2013), Season by Season the Year Unfolds: A Guidebook for Developing an Intentional Culture in Early Childhood Programs (2010), Rethinking Early Childhood Education (2008), The Language of Art: Inquiry-based Studio Practices in Early Childhood Settings (2007), and, with Fran Davidson, That's Not Fair: A Teacher's Guide to Activism with Young Children (2000).
Traditional in-service learning and professional development often emphasize strategies and techniques for planning curriculum and learning activities, managing behavior, and aligning routines. This short-changes educators’ right to be thinkers, researchers, and co-constructors of knowledge — what Loris Malaguzzi called “professional marvellers.”
When we shift our orientation, and make thinking rather than doing our priority, we begin to live into new possi-bilities for professional development. We reconceptualize the professional development in our programs as pedagogical practice: disciplined thinking and collaborative inquiry into the teaching and learning process. During our evening together, we’ll consider core elements of pedagogical practice and the ways in which such practice becomes our on-going professional development.