TRACING TRAJECTORIES: COMMUNITIES OF PRACTICE AS PEDAGOGICAL SPACES
Noah Kenneally & Nancy Thomas
The Tracing Trajectories project began as a way to track how BECCS graduates were applying their learning in the field of Early Learning and Child Care and forging new ground in pedagogical leadership (Thomas, 2020; Heikka, Hujala, Rodd, Strehmel, & Waniganayake, 2019; Waniganayake, 2014). When we engaged with the first cohort of degree holders to emerge from the program, we were impressed by the variety of spaces they were working in and encouraged by their thoughtful reflection regarding the ways a degree-level education was supporting them, correlating with regarding research (Dahlberg, Moss, and Pence, 2013; Muttart Foundation, 2021).
However, what was most inspiring was that this group of participants quickly became co-researchers, and shifted from a community of learners to a community of practice (CoP) that was dedicated to continuing their learning and refining their practice. Following pathways offered by thinkers in the field (Buysse, Sparkman, Wesley, 2003; Doan, 2018; Kuh, 2012; Wenger, 1998a, 1998b), we are watching the development of a vital community of practice that inspires early childhood educators, at a time of significant systematic change in the field and when challenges particularly regarding retention are high.
In this presentation, we will share our preliminary findings, our plans for the future of this project, and some suggestions regarding establishing a community of practice as a space for sharing pedagogical professional development.
PARENTAL SEPARATION, DIVORCE, AND RESIDENTIAL DISPLACEMENT PART 2
Aynsley Graham
Continuation of Part 1 in Session B