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Evidence-Based Practice, Professionalism and Respect for Diversity: A Tense Relation
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  • Evidence-Based Practice, Professionalism and Respect for Diversity: A Tense Relation
저자명
Michel Vandenbroeck
간행물명
Asia-Pacific journal of research in early childhood educationKCI
권/호정보
2012년|6권 1호(통권10호)|pp.1-20 (20 pages)
발행정보
환태평양유아교육연구학회|한국
파일정보
정기간행물|ENG|
PDF텍스트(0.13MB)
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유아교육학
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서지반출

영문초록

There is a global tendency towards evidence-based practice in education, meaning that practice is molded by research that prescribes “what works” to achieve predefined outcomes. This may present serious pitfalls. Considering that early childhood education in all affluent regions and beyond has to deal with social and cultural diversity, professionals will have to work in contexts of unpredictability and complexity. In this manuscript we develop the central pedagogical questions regarding respect for diversity and their consequences for the professionalization of the early years workforce. Professionalism needs to be understood as systemic and reflective. This may be in tension with evidence-based practice, as the latter leads to standardization and prescription, reducing the discretionary space of professionals. Moreover, evidence-based practice may represent serious democratic deficits, excluding children and parents from the societal debate about what early childhood education is for.

목차

Diversity in Early Childhood Education
Professionalism
Evidence-based Practice
Democracy, Diversity and Evidence-based Practice
Conclusions
References

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