Abstract
This chapter discusses two Aotearoa New Zealand early childhood research projects, based on partnerships between university academics (myself and others) and teachers, where reflection and reflective records formed the data gathering methodology, as well as generating our new understandings. The teachers, discussed in this chapter, describe their experiences with reflective writing in the two projects. Drawing on the theoretical concepts of Foucault, and Deleuze and Guattari, the use of reflective writing within partnership projects is reexamined.KeywordsEarly Childhood EducationKindergarten TeacherExit InterviewPartnership ResearchEarly Childhood TeacherThese keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.
Published Version
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