Search results for: Bowne Mary

In this article, the authors reflect on the journey of philosophical change and growth from a traditional philosophy to an inquiry-based, Reggio-inspired one that occurred on both levels in an early childhood teacher education program and laboratory school over a period of 7 years. As an inquiry group, the authors reflected on the change the authors experienced in their own teaching methods, their interactions with staff members and each other, and their perceptions of change in interaction with their students. After carefully and systematically reviewing their reflections, five trends in change were identified.