Final Version May 5 07

122
lack of research and its limited implementation outside of Reggio. At the same time, the
literature does provide some examples that illustrate implications.
I will begin this section by reviewing the literature related to the impact of teacher
as researcher. Given the inherent nature of an emergent curriculum with the emphasis on
documentation involving data collection and analysis, the emergent curriculum teacher is
a researcher. Following the discussion of teacher as researcher I will examine the
literature related to communities of practice and their implication on the field. With the
emphasis on collaboration, Reggio Emilia educators are encouraged to establish
communities of practice. Inherent in communities of practice are teachers acting as
reflective practitioners; research on this practice is also included in this chapter.
Research on early childhood education and professional development has
revealed support for an emergent curriculum; this will be covered in the literature review.
From those who have adapted an emergent curriculum, a survey of testimonials is also
included. Finally, I will review the literature connected to change and the resistance to
change, as this implicates the future possibilities of emergent curriculum as common
practice.
Teacher as researcher.
Teacher research in educational literature often refers to action research.
Undertaken by practitioners, action research involves looking at one's own practice, or a
situation involving children's development, behavior, social interactions, learning
difficulties, family involvement, or learning environments, and then reflecting and
seeking support and feedback from colleagues. It is an approach to professional
development in which teachers systematically reflect on their work and make changes in