Shifts in thinking through a teachers' network

This article describes the organisation of a teachers' professional network and the teachers' use of 'pedagogical documentation' to analyse, reflect on, and critique pedagogical practice.  It explores ways in which a forum and process were created for teachers to think about assumptions, values, and the purpose of education, explore reciprocal influences of teachers' and children's interactions, and deepen opportunities for parents and children to contribute to the curriculum.  It discusses policy and practice implications and points to ways for engaging in a broader debate.

The full journal article is published in:
Early Years, 23 (1), 2003. p. 21-34