Awakening Practitioner Curiosity: Narrative Accounts of Postgraduate Learning

Black, E. , McQuade, M. and Orr, C. (2023) Awakening Practitioner Curiosity: Narrative Accounts of Postgraduate Learning. 31st EECERA Annual Conference, Estoril, Portugal, 30 August - 2 September 2023.

Abstract

This paper explores the learning journeys of students on the MEd Childhood Practice, a leadership qualification for Scottish early years practitioners. Wingrave and McMahon (2016) translate to the childhood practice sector a model of professional learning developed iteratively by scholars of UK school leadership programmes (Reeves and Fox, 2004; Reeves and Drew, 2013). This model encourages student curiosity, questioning assumptions in order to develop critically reflective leaders, while also meeting a professional registration standard (SSSC, 2016). Our project adopts the Wingrave and McMahon (2016) model as a conceptual framework for professional learning. Working within an interpretivist paradigm (Waring et al, 2012) and a phenomenological methodology (Spencer et al, 2014), we use thematic analysis (Braun and Clarke, 2006) of data from three sources - collaging (Butler-Kisber and Poldma, 2010), a ‘learning story’ narrative writing approach (White and Sands, 2022), short Zoom interviews - to identify participants’ perceptions of their own agency and development (professional and personal) within the learning process. Beyond compliance with ethical approval, the lecturer-student power dynamic and time pressures on working students were key considerations (BERA, 2018). In mitigation, interview questions were shared in advance, participants were able to withdraw at any time, and multiple short points of engagement were designed for flexibility. The use of dialectical methods allows representation of students’ own interpretations of their learning journeys: achievements, challenges and key messages for their future practice. We consider whether students also see themselves as curious, questioning professionals and potential implications for our practice as teachers.

• Item Type: Conference or Workshop Item
• Keywords: Professional learning, learning journeys, student curiosity, professionalism, collage.
• Status: Published
• Refereed: Yes
• Glasgow Author(s) Enlighten ID: Orr, Mr Craig and Black, Ms Elizabeth and McQuade, Ms Marie
• Authors: Black, E., McQuade, M., and Orr, C.
• Subjects: L Education > L Education (General)
• College/School: College of Social Sciences > School of Education > Educational Leadership & Policy

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