Date of Award
Master of Arts in Education
school-age care, reflective teaching, teacher training, teacher effectiveness
Reflective practice clearly makes a difference in transforming professional practice in many fields. It is time that reflective practice becomes widely used throughout the field of school-age child care. The needs are clearly demonstrated and the time is getting closer. The child care programs sponsored by the U.S. Military Services have already collaborated on a school-age CDA credential and several states, not just Connecticut, have piloted civilian models. Experienced school-age child care teachers want credentialing and will need instructors who can meet their adult training needs. New school-age teachers need effective training that goes beyond the level of a transfer of facts and information to a level that incorporates the integration of theory with practical application. Reflective practice can help to meet these needs but it must be carried out properly. Change is as difficult for trainers and administrators as it is for school- age child care teachers. The necessary time, resources, and teacher support must be used to implement these strategies. Reflective Practice is a tool that must be in every instructor's tool box.
Recommended CitationWilby, K. B. (2005). Reflective Practice: A Tool for the Training of School-Age Child Care Instructors (Thesis, Concordia University, St. Paul). Retrieved from https://digitalcommons.csp.edu/legacy-capstones_maed/223
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