Our paper explores forms of relationality that nurture critical awareness for postgraduate student teachers about the gaps between theory and practice. Critical awareness of the contested nature of early childhood education is vitally important within an intense policyscape. Postgraduate student teachers find themselves in a double bind, as they are presumed academically competent and must navigate teacher proficiency in a condensed timeframe. To build critical awareness, we propose that nurturing relational reading communities can support policy-practice tensions. We propose that whilst they can open dialogue about the contested nature of practice, there is a vulnerability in leaving spaces for questions that do not have easy answers.
|Number of pages
|Published - 15 Jul 2022
| Annual Conference for Research in Education (ACRE): Transitions and Transformations: Educational Research in Rapidly Changing Contexts: Transitions and Transformations: Educational Research in Rapidly Changing Contexts - UK, Ormskirk, United Kingdom
Duration: 14 Jul 2022 → 15 Jul 2022
|Annual Conference for Research in Education (ACRE): Transitions and Transformations: Educational Research in Rapidly Changing Contexts
|14/07/22 → 15/07/22