congratulations to all those who were awarded eyps 2012
DESCRIPTION
Congratulations to all those who were awarded EYPS 2012. Long Pathway 2011-2012 Jackie Rhodes, Nickie Channer , Amanda Holden Donna Fowler, Sam Coult , Gaynor Dodds , Sally Goy, Jackie Foster Smith, H elen Morey, Lucy Smith and Katie Smith ECSD to EYPS - PowerPoint PPT PresentationTRANSCRIPT
+Congratulations to all those who were awarded EYPS 2012 Long Pathway 2011-2012
Jackie Rhodes, Nickie Channer, Amanda Holden Donna Fowler, Sam Coult, Gaynor Dodds, Sally Goy, Jackie Foster Smith, Helen Morey, Lucy Smith and Katie Smith
ECSD to EYPS
Karen Woodhead, Katie Lowther, Rebecca Davis, Hollie Snape, Anna King, Sarah Blaney and Helen Colledge
Graduate Practitioner Pathway
Michaela Kelly, Rochelle Richards, Alison Savage, Fran Loczki, Jessica Polkey, Debra Goldsworthy
Undergraduate Practitioner Pathway
Jacqui Hannaby, Kirsty Headford, Kirsty Breckney, Natasha Unwin, Kay Castledine, Anne Jaques, Sarah Morley, Kelly Howard and Nicola Stanley
+
Who am I?exploration of the professional self and identity
Dr Elaine HalletThe Institute of Education: London
+Presentation outline
An exploration of;
The concept of professionalism in the early years
The development of the professional-self and professional identity
Where next? Reflective discussion
+Defining professionalism
Professionalism is a discourse as much as a phenomenon something constantly under construction within the national context.
(Dalli and Urban, 2008)
Conceptually complex, a cluster of related concepts
Being professional
Behaving professionally
Working with professional autonomy
Having a professional identity
+Professionalisman international perspective
Germany (Oberheumer, 2005)
Model of democratic professionalism based upon participatory relationships for collaborative, co-operative action between colleagues and stakeholders
Four levels of professional activity
Interacting with children
Care management and leadership
Partnership with parents
Knowledge base
+Professionalisman international perspective
Denmark (Peeeters, 2008)
3 dimensions to professionalism
Belonging to an expert group
Unique body of knowledge, restrictive entry, protected identity
Evaluative connotations
Different interpretation of profession to different groups
Recognition
Qualifications, better pay and conditions, recognition and appreciation by government
+Influences upon the construct of professional identity (McGillivray, 2008)
Professional identity
Job role/s and responsibilities
Training, continuing
professional development
Curriculum and
pedagogy
Work setting context
Social, culturalgovernment,
discourses, construct of the child
+The professional self
Professionalism is part of the ‘professional self’
5 interrelated elements Kelchtermans (1993)
Self-image
Self-esteem
Job motivation
Task perception
Future perspectives
+The professional self and professional identity
Development of self-image and self-esteem is contextually situated within the workplace
How we see ourselves, how others view us within the workplace
Supervisors, managers, leaders, peers, colleagues, parents influence our self-image, self-esteem and professional identity
(Miller and Cable, 2011)
+The learning professional
Guille and Lucas (1999)
The development of the ‘learning professional’
Underpins professionalism and professional identity
A positive approach to continuing professional development and learning
Practitioner seeks out opportunities to extend professional understandings and skill sets.
+The learning professional
Extended rather than restricted view of professionalism
Transformational learning
Access to higher education, transformed workforce
Research case study of EY foundation degree
transformational professional learning
(Hallet, 2013)
+Redefining professional identity
FD graduates redefined their professional identity through higher education learning
Increased specialized knowledge, personal and professional confidence
‘I feel professional inside. The FD gave me confidence and a professional identity. It’s made me a different person in a professional role.’
+Professional confidence
‘Once I got the FD, people saw me differently. I was no longer a nursery nurse but a professional person.’
‘At the beginning of my job as a children’s centre coordinator, I was seriously blagging it. I thought people would find me out, I’m just a nursery nurse and I’d say to someone ‘oh I’ve just said such and such!’ But now I can do it, I will talk to anyone and give presentations to larger groups.’
+Stories of experience
Reflective Learning Journey
Reflecting upon their story of experience through FD
Visual image (drawn)
Reflective piece of writing about their personal and professional learning and development
+Lisa’s reflective learning journey
‘Little me …….
Now managing a team
of 18 people.
+Transformational learning
The ‘invisible’ to the ‘visible’
Transformed women practitioners with agency and voice
‘The FD made me into a professional. My confidence not only
allows me to have a voice but to make sure it is heard.’
+Professionalism and quality
The Effective Provision in Pre-school Education (EPPE) now EPPSE (primary and secondary education)
High quality provision and highly qualified workforce
DfES (2005) Children’s Workforce Strategy. Create and support a world-class workforce, increasingly confident and competent
Early Years Professional role, raise status and quality PVI sector
+Professionalism with quality
Early Years Professional- a graduate leader
Role to lead pedagogy, provision and practice across the EYFS by role modeling and supporting others
Name = Early Years Professional
linking professionalism with quality
A name with a status
The ‘othering’ of less qualified practitioners
+EYP professional identityLloyd and Hallet, 2008
Influences on emerging professional identity from EYP
training and higher education
Felt more valued
Respect from others
Personal and professional confidence
Empowerment and agency
Pride and passion for working with children and families
Improved professional status EYP
+Professional identityThe LLEaP project
Research Leadership of Learning in Early Years Practice (the LLEaP project)
(Hallet and Roberts-Holmes, 2010)
EYP in one local authority
A key finding - EYP Network Group
Belonging to a professional group, developed shared understandings and vision for EYP role forming a collective voice for agency and development of their identity and role within LA
+Where next?Reflections …….
More Great Childcare (Truss / DfE 2013)
From Early Years Professional to Early Years Teacher
What impact upon professionalism of Early Years workforce?
How will it influence professional identity?
How will others view us?
Will the status of the early years sector alter?
+References
Dalli, C. and Urban, M. (2008) (eds)Editorial, in Journal of the European Early Childhood Research Association, Special Issue. Professionalism in Early Childhood Education and Care. 16 (2): 131- 3
Department for Education and Skills (DfES) Children’s Workforce Strategy. Norttingham: DfES publications
Guile, D. and Lucas, N. (1999) Rethinking initial teacher education and professional development in further education: towards the learning professional, in A. Green and N. Lucas (eds) FE and Lifelong Learning: Realigning the Sector for the Twenty-first Century. London: Bedford Way Papers, Institute of Education
+References
Hallet, E. (2013) The Reflective Early Years Practitioner. London: Sage. Chapter 7. Reflecting upon Professionalism
Kelchtermans, G. (1993) Getting the story, understanding the lives: from career stories to teacher’s professional development, Teacher and Teacher Education. 9 (5/6): 443-456
Lloyd, E. and Hallet, E. (2010) Professionalzing the early childhood workforce in England: work in progress or missed opportunity? Contemporary Issues in the Early Years. 11(1): 75-87
Oberhuemer, P. (2005) Conceptualising the early childhood pedagogue: policy approaches and issues of professionalism. European Early Childhood Education Research Journal, 9: 57-72
+References
Peeeters, J. (2008) The Construct of a New Profession: a European perspective in ECEC. Amsterdam: SWP Publications
McGillvray, G. (2008) Nannies, nursery nurses and early years profesionals: constructions of professional identity in the early years workforce. European Early Childhood research Journal. Special Issue: Professionalism in Early Childhood Education and Care, 16(2): 242-254
Miller, L and Cable, C. (2011) Professionalism in the Early Years. Abingdon: Hodder Education
Moss, P. (2008) The Democratic and Reflective Professional: rethinking and reforming the early years workforce, in L.Miller, and C. Cable, (2011)(eds)Professionalism in the Early Years. Abingdon: Hodder Education. pps. 121 -130