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Appendix C: Interview Protocol: Initial Interview Interview Protocol – Initial Interview The Image of the Teacher Time of Interview: Date: Place: Interviewer: Interviewee: Background: 1. Tell me about your educational background. 2. How many years have you been working in the early childhood education field? 3. What is the age group of children you currently work with and how long have you been working with this age group? Current Practice: 1. Tell me about your work as an early childhood educator in this past year. 2. Tell me about the programming/curriculum that you do. 3. How do you develop the curriculum and with whom to you work to develop it? 4. How satisfied are you with your programming? Can I see a copy of your most recent program plan? 5. Describe a typical day in your classroom. 6. Choose a teaching moment that you feel really good about. What was happening in the classroom during this time? Philosophical Framework: 1. Does any particular approach or philosophy influence the work you are doing with the children? 2. Where did you get the idea to use this approach or philosophy? 3. Tell me what you know about emergent curriculum? 329
330 4. What are the strengths of this approach to curriculum and why do you like or dislike it? 5. How comfortable do you feel as a teacher implementing an emergent curriculum? 6. What impact has this approach had on your thinking/teaching? 7. What attributes do you believe a teacher needs to have before implementing an emergent curriculum? Professional Development: Image: 1. What parts of the early childhood education program that you took at college have been helpful to you in implementing curriculum? 2. What do you think should be added to the college program to help future early childhood educators? 3. What are your current professional development needs? 1. What attributes do you believe a teacher needs to have to be an effective ECE teacher? 2. How do you see yourself as an early childhood educator? 3. In what ways has your understanding of being an early childhood educator changed since beginning an emergent curriculum focus? Challenges: 1. What are the challenges facing early childhood educators? 2. As an ECE teacher how do you think parents see you? 3. How do you think society values your work? 4. Do you have any issues with the children you are currently working with? Future Directions: 1. What do you want to do with your programming/curriculum in the future? 2. What would you say to a teacher considering implementing an emergent curriculum?
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REACHING THE TOP OF THE MOUNTAIN: T
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Acknowledgements I wish to express
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Teacher as Theory Builder .........
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Dedication This dissertation is ded
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2 are inextricably linked to issues
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4 2. What is the perception of the
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6 educators who have adapted a refr
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8 constructive process. It is based
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10 Experiential or active learning
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12 through active involvement with
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14 Relevance of Study When I took a
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16 the centre of the labyrinth can
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18 without walls, the teacher calle
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20 As a very young child, the teach
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22 of completing my education and r
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24 what the learner already knows t
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26 unsure of my direction; still I
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28 the centre or return to the entr
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30 here, though, is that these expe
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32 of fixing children by teaching t
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34 relates to those aspects of acti
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36 As I articulate my experiences w
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38 An essential part of who I am an
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40 teacher-centred practice. Teache
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42 well was gradually undergoing re
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44 While education staff in public
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46 school settings, has an equally
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48 In Ontario, over 90% of the 300,
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50 knowledge and skills not possess
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52 staff members who do not have sp
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54 Content and pedagogy should be i
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56 order to remain competitive, it
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58 those employed in child care are
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60 and/or co-workers (Doherty & For
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62 exacerbated by the findings that
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64 Québec a public education campa
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66 You Bet I Care! (2000) examined
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68 coupled with feelings of inadequ
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70 dimension as “it takes place i
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72 thirds of assistant teachers and
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74 psychological and physical safet
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76 Certification. Certification is
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78 aspire to (CCCF, 1995). The beli
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80 According to Bertrand (2003), co
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82 difficulty with recruitment and
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84 childhood educators. Perhaps a v
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86 teaching staff in order to help
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88 The disappointing findings helpe
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90 curriculum. The former rather th
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92 evolves, diverging along new pat
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94 require the abandonment of a wid
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96 consideration of how children le
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98 may involve recognition of child
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100 prematurely is that those who c
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102 1996). Some of the criticism su
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104 best from activities they thems
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106 The Reggio Emilia Approach The
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108 4. documentation: teachers and
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110 change their interactions based
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112 Documentation in this form is n
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114 own evolving authentic curricul
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116 lead “into an expanding world
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118 gap between what “the child i
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120 to visit the programs appeared
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122 lack of research and its limite
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124 classroom, teachers learn and r
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126 issues, a self-directed orienta
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128 changes within the school as a
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130 of practice within communities
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132 outcomes for programs with a so
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134 This program began in 1975 and
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136 reflective practice involving j
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138 beginning teachers.” Interest
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140 In the Forward to Developmental
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Chapter Four: Methodology What you
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144 (multiple realities are sociall
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146 are issue oriented and are “n
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148 implications to halting the pra
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150 my research participants and wi
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152 was the child, not her teacher.
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154 In making the study accessible,
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156 these categories: current pract
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158 widely used by market researche
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160 particular project topic brough
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162 collaboration involving mutual
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164 The Weary Traveler: Roadblock F
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166 Conclusion In collecting data,
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168 the experience of teachers who
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170 twenty bucks for Chinese New Ye
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172 The centre now occupies space i
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174 for the kid’s interests. You
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176 analyzed by the group. At the p
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178 Figure 5. The weather project d
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180 program more theirs” Subseque
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182 teachers, the rest see them as
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184 It makes you pumped. Sometimes
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186 Case Study Number Two: The Spir
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188 the various levels of the organ
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190 volunteers her time to facilita
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192 willing to learn. It is not som
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194 Challenges. Given the limited h
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196 educational model, the oppositi
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198 Emerging directions. Rose has n
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200 There was a discernable absence
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202 preschool age children (2 1/2 t
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204 Mary was satisfied with this th
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206 community helper is.” Communi
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208 Recognizing the children’s in
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210 Mary believes that child care h
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212 The children are the seeds. The
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214 Mary would advise others to est
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216 Figure 17. Splat, splat like Ja
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218 As a result of fees and capacit
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220 work. Felicia was solicited by
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222 Felicia’s co-worker was the f
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224 curriculums and criticism was i
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226 children could have a really ex
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228 feelings of confidence mixed wi
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230 you can answer that question ho
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Chapter Six: Discussion If nature h
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234 The Impact of Context The situa
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236 Feeling valued and supported in
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238 impacted Rose’s attitude towa
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240 in the field. Rose has been tak
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242 practice with the chance to att
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244 are interested and they are pas
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246 primarily to the teachers. Mary
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248 learners. While this is a “de
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250 “not engaged” with an emerg
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252 alternative perspective, a teac
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254 had difficulty reconciling the
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256 the project determined its dire
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258 Layla recalled the experience o
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260 information. A newsletter produ
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262 order to ascertain future direc
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264 (Rankin, 2004). In Reggio Emili
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266 theory is just a proposed expla
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268 Table 1 Katz’s Model of Teach
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270 Katz’s conceptualization (200
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272 Table 2 Kashin’s Model of Eme
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274 availability could produce the
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Chapter Seven: Future Directions If
Page 285 and 286: 278 as I have been, to detach thems
Page 287 and 288: 280 objects created by adults remov
Page 289 and 290: 282 winter semester of 2006, I am o
Page 291 and 292: 284 Emilia to early childhood educa
Page 293 and 294: 286 within a Reggio-inspired enviro
Page 295 and 296: 288 However, the ship cannot be rep
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Page 299 and 300: 292 editor, a friend, and the parti
Page 301 and 302: 294 As I envision the future, it ho
Page 303 and 304: 296 of custom, of the normal, of th
Page 305 and 306: 298 theory in practice take place f
Page 307 and 308: 300 The question being pondered was
Page 309 and 310: 302 developmentally appropriate to
Page 311 and 312: 304 with this perception of my fiel
Page 313 and 314: References Adcock, S. G., & Patton,
Page 315 and 316: 308 appropriate practice in early c
Page 317 and 318: 310 Corbett, B. E. (1989). A centur
Page 319 and 320: 312 Ferguson, E. (1994). Child care
Page 321 and 322: 314 Griffin, S. (2002). To be or no
Page 323 and 324: 316 Katz, L. (1999). Curriculum dis
Page 325 and 326: 318 Miller, S. M., & Shoptaugh, S.
Page 327 and 328: 320 Palmer, P. J. (1998). The coura
Page 329 and 330: 322 Schön, D.A. (1996). Educating
Page 331 and 332: 324 Weber, S., & Mitchell, C. (1995
Page 333 and 334: Appendix A: Invitation to Participa
Page 335: 328 I am free to decline to answer
Page 339 and 340: Appendix E: The Image of the Teache
Page 341 and 342: 334 Image: 1. How does the image ot
Page 343 and 344: 336 obvious to me and I react with
Page 345 and 346: 338 Layla: That was the place with
Page 347 and 348: 340 table relates to the topic. The
Page 349 and 350: 342 supply teacher has a child in h
Page 351 and 352: 344 the children regarding the char
Page 353 and 354: 346 conversation about A R T contin
Page 355: 348 22 going on, puzzles or another
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