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Childcare practitioners and the process of professionalization

Jan Peeters (UGent) and Michel Vandenbroeck (UGent)
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Abstract
There is large degree of consensus that higher staff qualifications are correlated with higher quality in early childhood provision and that reflection is the most important part of professionalism. However, the concepts of the ‘reflective practitioner’ and the ‘reflexive practitioner’ (see below for the elaboration of these terms), although frequently mentioned in the literature, remain rather underdeveloped and the apparent consensus on the need for reflection may very well disguise a lack of consensus on what it actually means. Moreover, concepts of professionalism in general and of reflective and reflexive professionalism in particular are overwhelmingly elaborated without the professionals themselves. In this chapter analysis of narratives of professionals during 30 years of action research show how professionals who engage with pedagogic guidance can become actors of change and develop new pedagogic practices.
Keywords
child care, professionalism, ECEC, actors of change

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Chicago
Peeters, Jan, and Michel Vandenbroeck. 2011. “Childcare Practitioners and the Process of Professionalization.” In Professionalization, Leadership and Management in the Early Years, ed. Linda Miller and Carrie Cable , 3:62–76. London, UK: Sage.
APA
Peeters, Jan, & Vandenbroeck, M. (2011). Childcare practitioners and the process of professionalization. In L. Miller & C. Cable (Eds.), Professionalization, leadership and management in the early years (Vol. 3, pp. 62–76). London, UK: Sage.
Vancouver
1.
Peeters J, Vandenbroeck M. Childcare practitioners and the process of professionalization. In: Miller L, Cable C, editors. Professionalization, leadership and management in the early years. London, UK: Sage; 2011. p. 62–76.
MLA
Peeters, Jan, and Michel Vandenbroeck. “Childcare Practitioners and the Process of Professionalization.” Professionalization, Leadership and Management in the Early Years. Ed. Linda Miller & Carrie Cable . Vol. 3. London, UK: Sage, 2011. 62–76. Print.
@incollection{1096685,
  abstract     = {There is large degree of consensus that higher staff qualifications are correlated with higher quality in early childhood provision and that reflection is the most important part of professionalism. However, the concepts of the {\textquoteleft}reflective practitioner{\textquoteright} and the {\textquoteleft}reflexive practitioner{\textquoteright} (see below for the elaboration of these terms), although frequently mentioned in the literature, remain rather underdeveloped and the apparent consensus on the need for reflection may very well disguise a lack of consensus on what it actually means. Moreover, concepts of professionalism in general and of reflective and reflexive professionalism in particular are overwhelmingly elaborated without the professionals themselves. In this chapter analysis of narratives of  professionals during 30 years of action research show how professionals who engage with pedagogic guidance can become actors of change and develop new pedagogic practices.},
  author       = {Peeters, Jan and Vandenbroeck, Michel},
  booktitle    = {Professionalization, leadership and management in the early years},
  editor       = {Miller , Linda  and Cable , Carrie },
  isbn         = {9781849205535},
  keyword      = {child care,professionalism,ECEC,actors of change},
  language     = {eng},
  pages        = {62--76},
  publisher    = {Sage},
  series       = {Critical Issues in the Early Years},
  title        = {Childcare practitioners and the process of professionalization},
  volume       = {3},
  year         = {2011},
}