Abstract
The Study of Pedagogical Effectiveness in Early Learning (SPEEL) project was funded by the Department for Education and Skills (DfES) during 2000/2001. It aimed to identify and detail the characteristics of effective pedagogy of those teaching 3-5 year old children. The methodology involved a literature review, interviews with practitioners and managers, parent questionnaires and a new technique which we called 'video-stimulated reflective dialogue'. The aim of Reflective Dialogues is to draw out from practitioners their in-"depth knowledge of their own pedagogical practices, stimulated by a video taken previously during an episode of effective teaching, identified by the practitioner. The methodological implications of reflective dialogues have raised significant issues and interest. Alongside explanation of the methodology, two main aspects of the process are discussed in this paper: (i) the challenge experienced by practitioners in articulating tacit/intuitive knowledge of their own effectiveness or pedagogy; and (ii) the manner in which practitioners approach understanding their own pedagogy and the 'conceptual dissonance' found in their responses.
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