Équipe de recherche Qualité des contextes éducatifs de la petite enfance

Thématiques

Auteurs

Année

Auteurs Année

Armstrong, L.
(2024). Understanding reform discourses in complex times of change: Positions and practices of early childhood professionals from Victorian kindergarten settings.
Australasian Journal of Early Childhood, 49(1), 63-80.
Nociti, K.
(2024). Beyond reflective practice: Blogging-with Place as a diffractive practice for (re)imagining place-based education.
Contemporary Issues in Early Childhood, 25(1), 7-20.
Nolan, C. M., Brennan, C. et Laman, T. T.
(2024). Unpacking power: The role of critical reflection in preschool internship.
Contemporary Issues in Early Childhood, 25(2), 186-201.
Elisabeth Jacob Annie Charron et Joanne Lehrer
(2024). La documentation pédagogique comme support aux apprentissages réalisés lors des jeux libres et à la pratique réflexive d’une enseignante.
Multimodalité(s) : Revue de recherches en littératie médiatique multimodale, 19, 7-35.
Marttila, J., Fukkink, R. et Silvén, M.
(2024). Enhancing early childhood education student teachers’ mentalization, interaction, and relationships: an online intervention.
European Early Childhood Education Research Journal, 32(4), 545-561.
Santelices, M., Sieverson, C., Gómez, D., Gómez, E., Maureira, M., Pallamares, A., Gabriel, N., Vera, L., Lizana, M. et Reyes, K.
(2023). Effects of a Video Feedback Intervention on Sensitivity in Early Childhood Teachers in Chile.
Early Childhood Education Journal, 51(3), 569-581.
Purcell, M. L. et Schmitt, S. A.
(2023). Strengthening preservice educator reflective practice through the use of personnel preparation standards.
Journal of Early Childhood Teacher Education, 44(2), 167-183.
Varghese, C., Crawford, A., Morgan-Dorsey, L., Ahmed, M., Prendergast, L. et Osborn, T.
(2023). When Seeing is Believing: A Framework for Reflective Conversations in Remote and Face-to-Face Coaching Approaches.
Early Childhood Education Journal, 51(5), 827-835.
Chen, J. J.
(2023). Pedagogical adaptability as an essential capacity: reflective practice of applying theory to practice among first-year early childhood teachers during remote instruction.
Journal of Early Childhood Teacher Education, 44(4), 723-746.
Damjanovic, V. et Ward, J. K.
(2023). Communities of practice as a launchpad for social justice planning in early childhood education.
Contemporary Issues in Early Childhood, 24(3), 363-368.
Decker, K. B., Cook, G. A., Brophy-Herb, H. et Torquati, J.
(2023). Students’ experiences of reflective practices as pedagogy in early childhood higher education.
Journal of Early Childhood Teacher Education, 44(3), 261-287.
Hong, S.-Y., Hamel, E., Joo, Y. et Burton, A.
(2023). Enhancing preschool teachers’ reflective thinking on science teaching and learning using video reflections.
Journal of Early Childhood Teacher Education, 44(4), 791-811.
Karila, K. et Kupila, P.
(2023). Multi-professional teamwork in Finnish early childhood education and care.
International Journal of Child Care and Education Policy, 17, article 21.
Kimathi, E. et Nilsen, A. C. E.
(2023). Managing categories: The role of social technology in kindergarten teachers’ work to promote early intervention and integration.
Contemporary Issues in Early Childhood, 24(4), 425-437.
Togsverd, L.
(2023). “But we´re talking about Jonas?!” Danish ECEC Between Quality Cultures.
Journal of Pedagogy, 14(1), 59-78.
Varier, D. et Yun, S.
(2023). A review of research on assessment use: implications for preparing early childhood educators for data-informed decision-making.
Journal of Early Childhood Teacher Education, 44(4), 1067-1092.
Bezaire, K. P. et Johnston, L. K.
(2022). Stop ‘under-mind-ing’ early childhood educators: Honouring subjectivity in pre-service education to build intellectual and relational capacities.
Contemporary Issues in Early Childhood, 23(4), 435-451.
Jamil, F.M., Emerson, A., McKown, G. et Stephan, A. T.
(2022). The Struggle is Real: An Investigation of Preschool Teachers’ Perceptions of Students’ Challenging Behaviors Through Reflective Writing.
Early Childhood Education Journal, 50(8), 1395-1405.
Ruming, N. et McFarland, L.
(2022). ‘When we sat together, it just worked’: Supporting individual and collaborative reflective practice in a team of early childhood educators.
Australasian Journal of Early Childhood, 47(1), 32-47.
Jiang, Y. et Zheng, C.
(2021). New Methods to Support Effective Collaborative Reflection Among Kindergarten Teachers: An Action Research Approach.
Early Childhood Education Journal, 49(2), 247-258.
Talérien, S. J., Chaliès, S. et Bertone, S.
(2021). Susciter le développement professionnel en étayant la réflexivité en formation continue : une étude de cas à l’école maternelle.
Swiss Journal of Educational Research, 43(1), 155-168.
Matsui, G.
(2021). Reflection on the Professional Development of Early Childhood Education and Care Teachers in Japan Based on Children’s Voices.
International Journal of Early Childhood, 53(3), 367‑384.
Albin-Clark, J.
(2020). ‘I felt uncomfortable because I know what I can be’: The emotional geographies and implicit activisms of reflexive practices for early childhood teachers.
Contemporary Issues in Early Childhood, 21(1), 20-32.
Clark, K.
(2020). History and practice: A commentary on play history as a lens for pedagogical reflection.
Journal of Early Childhood Teacher Education, 41(1), 51-64.
Edwards, C. P., Hamel, E., Leeper-Miller, J. et Ren, L.
(2020). Improving reflective practice: a documentation rubric for mentoring preservice and in-service teachers.
Journal of Early Childhood Teacher Education, 41(1), 2-17.
Hostyn, I., Mäkitalo, A.-R., Hakari (Tast), S. et Vandenbussche, L.
(2020). The professional actuation of pedagogical documentation in Belgian and Finnish early childhood education settings.
Early Child Development and Care, 190(3), 400‑413.
Ebbeck, M., Yim, H. Y. B. et Wei, T.
(2020). Preparing children for an uncertain future : The role of the early childhood teacher.
Journal of Early Childhood Teacher Education, 41(3), 223-240.
Park, M.-H., Riley, J. G. et Branch, J. M.
(2020). Developing self-awareness using mindfulness meditation with preservice teachers : Reflections on practice.
Journal of Early Childhood Teacher Education, 41(2), 183-196.
Antonsen, C. M.
(2020). Restoring the image of the child’s body in early childhood education.
Contemporary Issues in Early Childhood, 21(1), 7-19.
Boardman, K.
(2020). Early Years Teachers as leaders of change through reflexivity praxis?
Early Child Development and Care, 90(3), 322-332.
Susman-Stillman, A., Lim, S., Meuwissen, A. et Watson, C.
(2020). Reflective Supervision/Consultation and Early Childhood Professionals’ Well-Being : A Qualitative Analysis of Supervisors’ Perspectives.
Early Education and Development, 31(7), 1151-1168.
Adriany, V. (dir.).
(2019). Negotiating the Local and Global Discourses Shaping Early Childhood Education Practices in the Global South: An act of Decolonialisation.
Journal of pedagogy, 10(1), numéro thématique.
Charlier, E., Chaubet, P., Kaddouri, M., Gremion, C., Guillemette, S. et Petit, M. (dir.).
(2019). Réflexivité collective : processus et effets.
Formation et profession, 27(2), dossier thématique.
Birbili, M. et Myrovali, A.
(2019). Early childhood teachers’ relationship with the official curriculum : The mediating role of professional and policy contexts.
Education Inquiry, 11(2), 110-125.
Clark, M.
(2019). Edges and Boundaries: Finding Community and Innovation as an Early Childhood Educator.
Early Childhood Education Journal, 47(2), 153-162.
Costantino-Lane, T.
(2019). Kindergarten Then and Now: Perceptions of Ten Long Term Teachers.
Early Childhood Education Journal, 47(5), 585-595.
Dockett, S.
(2019). Images of early childhood educators: how are they characterised?
European Early Childhood Education Research Journal, 27(6), 737-917.
Fowler, T. A.
(2019). A #selfie meritocracy in educator professional development : Generating complacency through self-reflection.
Revue Canadienne des Jeunes Chercheures et Chercheurs en Éducation, 10(2), 93-101.
Fukkink, R., Jilink, L., Op den Kelder, R., Zeijlmans, K., Bollen, I. et Koopman, L.
(2019). The development of interaction skills in preservice teacher education: A mixed-methods study of Dutch pre-service teachers.
Early Childhood Education Journal, 47(3), 321-329.
Hirst, N.
(2019). Education for sustainability in higher education; Early Childhood Studies as a site for provocation, collaboration and inquiry.
Education 3-13, 47(4), 381-394.
Heffernan, K. A. et Newton, K. J.
(2019). Exploring mathematics identity : An intervention of early childhood preservice teachers.
Journal of Early Childhood Teacher Education, 40(3), 296-324.
Kolly, B. et Kerlan, A. (dir.).
(2019). Frontières de l’école, frontières dans l’école : enjeux politiques, défis éthiques.
Recherche en Éducation, 36, numéro thématique.
Kucharczyk, S., Sreckovic, M. A. et Schultz, T. R.
(2019). Practical Strategies to Promote Reflective Practice When Working with Young Children with and At-Risk for Disabilities.
Early Childhood Education Journal, 47(3), 343-352.
Lim, C.
(2019). Singaporean educarers’ reflections about their role and practices in the education and care of infants.
Journal of Early Childhood Teacher Education, 40(2), 74-95.
Loizou, E. et Demetriou, M.
(2019). Infancy pedagogy and praxis.
European Early Childhood Education Research Journal, 27(4), 436‑453.
Menning, S. F.
(2019). Why nurturing curiosity is an ethical endeavour: exploring practitioners’ reflections on the importance of curiosity.
International Journal of Early Years Education, 27(1), 34-51.
Mewald, C. et Mürwald‐Scheifinger, E.
(2019). Lesson study in teacher development: A paradigm shift from a culture of receiving to a culture of acting and reflecting.
European Journal of Education, 54(2), 218-232.
Moisset, P. (dir.).
(2019). Accueillir la petite enfance : le vécu des professionnels.
Toulouse, France : Éditions Érès.
Niikko, A. et Ugaste, A.
(2019). Estonian and Finnish preschool teachers’ conceptions of learning.
European Early Childhood Education Research Journal, 27(1), 40-52.
Raby, R., Pomerantz, S., Tardif-Williams, C., Marinos, V., Zinga, D. et Rousseau, C. (dir.).
(2019). Between, Across, and Beyond Disciplinary Divides: Conceptualizing, Theorizing, and Expanding “Childhood”.
Journal of childhood studies, 44(3), numéro thématique.
Resor, J., Hegde, A. V., Stage, V. C. et Yeh, C.
(2019). Standing Up for Broccoli : Exploring Pre-Service Early Childhood Educators’ (ECE) Experience With Nutrition Education.
Journal of Research in Childhood Education, 33(3), 414‑429.
Rojas, J. P., Nash, J. B. et Rous, B. S.
(2019). Discovering childcare providers’ coaching needs with design thinking techniques.
Early Child Development and Care, 189(4), 613-624.
Scherr, M. et Johnson, T. G.
(2019). The construction of preschool teacher identity in the public-school context.
Early Child Development and Care, 189(3), 405-415.
Sherfinski, M., Jalalifard, M., Zhang, J. et Hayes, S.
(2019). Narrative Portfolios as Culturally Responsive Resistance to Neoliberal Early Childhood Teacher Education : A Case Study.
Journal of Research in Childhood Education, 33(3), 490‑519.
Sherfinski, M.
(2019). Culture matters: A comparative study of teachers’ views of universal pre-kindergarten in two state regions.
Early Child Development and Care, 189(8), 1325-1338.
Syslová, Z.
(2019). The relation between reflection and the quality of a preschool teacher’s education performance.
International Journal of Child Care and Education Policy, 13(1), 1-21.
Toran, M.
(2019). Does sense of efficacy predict classroom management skills? An analysis of the pre-school teacher’s professional competency.
Early Child Development and Care, 189(8), 1271-1283.
Traunter, J.
(2019). Reconceptualising early years teacher training : Policy, professionalism and integrity.
Education 3-13, 47(7), 831‑841.
Tulgar, A. T.
(2019). Four Shades of Feedback : The Content of Feedback from Faculty Supervisor, Cooperating Teacher, Peers and Students in Practice Teaching and Its Effects on Self-Reflection and Self-Regulation.
Alberta Journal of Educational Research, 65(3), 258-277.
Huang, J.
(2019). Being and Becoming: the Implications of Different Conceptualizations of Children and Childhood in Education.
Canadian Journal for New Scholars in Education/Revue canadienne des jeunes chercheures et chercheurs en éducation, 10(1), 99-105.
Xiao, B. et Tobin, J.
(2018). The use of video as a tool for reflection with preservice teachers.
Journal of Early Childhood Teacher Education, 39(4), 328-345.
Ciucci, E., Baroncelli, A., Toselli, M. et Denham, S. A.
(2018). Personal and Professional Emotional Characteristics of Early Childhood Teachers and Their Proneness to Communicate with Parents and Colleagues About Children’s Emotions.
Child & Youth Care Forum, 47(2), 303-316.
Damjanovic, V. et Blank, J.
(2018). Building a Professional Learning Community: Teachers’ Documentation of and Reflections on Preschoolers’ Work.
Early Childhood Education Journal, 46(5), 567-575.
Dyer, M. A.
(2018). Being a professional or practising professionally.
European Early Childhood Education Research Journal, 26(3), 347-361.
Garnier, B. (dir.).
(2018). L’éducation informelle contre la forme scolaire ?
Carrefours de l’éducation, 45(1), numéro thématique.
Gherghel, A., Rocheleau, J., Bélanger, V., Denis, V., Gagnon, K., Juneau, M.C., Prévost, P. et St-Louis, C.
(2018). Récits de pratiques en accompagnement. La voix des agents et agentes d’Avenir d’enfants.
=Rapport final. Avenir d’enfants, Montréal.
Gorospe, J. M. C., Martínez-Arbelaiz, A. et Fernández-Olaskoaga, L.
(2018). Professional identity and engagement among newly qualified teachers in times of uncertainty.
European Early Childhood Education Research Journal, 26(1), 26-36.
Kang, J. et Walsh, D. J.
(2018). Documentation as an integral part of teaching: early childhood teachers’ systematic search for good teaching.
Journal of Early Childhood Teacher Education, 39(4), 262-277.
Knauf, H.
(2018). Learning Stories: An Empirical Analysis of Their Use in Germany.
Early Childhood Education Journal, 46(4), 427-434.
Lash, M. J. et Castner D. J. (dir.).
(2018). The Lived and Sometimes Clandestine Professional Experiences of Early Childhood Educators.
Contemporary Issues in Early Childhood, 20(2), numéro thématique.
Schwarz, E. et Lindqvist, B.
(2018). Exploring the phenomenology of whiteness in a Swedish preschool class.
International Journal of Early Childhood, 50, 1-14.
Veyrac, H. et Laflotte, L. (dir.).
(2018). Approches de catégorisation en éducation.
Recherches en Éducation, 33, numéro thématique.
La Rémige.
(2017). Transactions sociales 1 – Une activité pédago-éducative sans enfants.
Revue [petite] enfance, 123, en ligne.
Leggett, N.
(2017). Early childhood creativity: Challenging educators in their role to intentionally develop creative thinking in children.
Early Childhood Education Journal, 45(6), 845-853.
Nédélec-Trohel, I.
(2017). Analyse de pratique réflexive en formation ASH : mise au jour d’obstacles à l’apprentissage en numération.
La nouvelle revue de l’adaptation et de la scolarisation, 78, 159-170.
MacLaughlin, S.
(2017). Reflection: The First Step for Addressing Bias in Infant and Toddler Programs.
YC, Young Children, 72(5), 90-93.
Molina, P., Marotta, M. et Bulgarelli, D.
(2016). Observation-projet: a professional tool for caregivers. Two experiences in Italian day-care settings.
European Early Childhood Education Research Journal, 24(1), 86‑102.
Pirard, F.
(2016). Coopération au service de la construction d'une qualité d'accueil.
Revue [Petite] Enfance, 121, 23-33.
Tapparel, S.
(2016). Quid de la coopération intellectuelle dans les institutions de la petite enfance ?
Revue [Petite] Enfance, 121, en ligne.
Underwood, K., Santo, A. D., Valeo, A. et Langford, R.
(2016). Partnerships in full-day kindergarten classrooms: early childhood educators and kindergarten teachers working together.
Journal of Childhood Studies, 41(1), 36-45.
Sisson, J. H. et Iverson, S. V.
(2014). Disciplining Professionals: a feminist discourse analysis of public preschool teachers.
Contemporary Issues in Early Childhood, 15(3), 217-230.

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