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issues, a self-directed orientation towards professional development seems a prudent
response. Tools for reflective practice can include portfolio development, action research,
journal writing, and mentoring relationships (Ferraro, 2000).
The ability of early childhood educators to reflect on their own practices can
provide them with feedback that nurtures their self-esteem and professional growth
(Yelland & Cartmel, 2000). Swick, Da Ros, and Pavia (1998) strongly suggest that the
process of inquiry needs to become the basis of pre-service teacher training in early
childhood education so that it can become common in practice. The greatest challenge to
accepting an inquiry paradigm is transforming the image early childhood educators have
of themselves. If we see ourselves as already knowing, we are rigid rather than dynamic
thinkers. Rigid thinkers are unlikely to see themselves as learners whose primary task is
to grow. Without teachers who are committed to growth, children are destined to have
static and rather boring learning experiences.
Through a process of deliberation and critical reflection of particular curricular
choices change is possible. Deliberation and critical reflection are tools suggested by
Schwab (1978) and Brookfield (1995) respectively. Schwab’s theory focuses on the
deliberation concept, the main strategy for planning and solving curricular problems.
Deliberation is a systematic and dynamic process in which there is a search for the best
alternative depending on the situation. During this process, the teacher has to weigh
advantages and disadvantages of each alternative and decide which choice is the most
appropriate given the situation (Zoran, 2002).
Brookfield’s work on critical theory emphasizes the most important factor in a
teacher’s decision-making—teacher awareness. In applying this theory, teachers must