Teacher education as academic work : The affordances of a materialist analysis

Journal article

Nuttall, Joce and Brennan, Marie. (2016). Teacher education as academic work : The affordances of a materialist analysis. Asia-Pacific Journal of Teacher Education. 44(4), pp. 364-378. https://doi.org/10.1080/1359866X.2016.1144712
AuthorsNuttall, Joce and Brennan, Marie
Abstract

In this paper we make an argument for paying close attention to the materiality of practice in understanding the work of teacher educators; specifically, the meanings of artefacts used by teacher educators in the course of their daily work. We locate this analysis within a dialectical materialist understanding of the development of human activity, providing examples of artefacts-in-use in initial teacher education and the meanings accorded to these artefacts by the teacher educators we observed and interviewed. Our aim is to make a case for what is afforded epistemologically when researchers pay attention to artefacts from a dialectical materialist viewpoint. In the final part of the paper, we argue that paying attention to how teacher educators engage with artefacts can help us understand the unity of psychological and social processes within dominant approaches to teacher education, as well as providing clues about how adaptation of artefacts can drive cultural change.

Keywordsteacher educators; dialectical materialism; artefacts; academic work
Year2016
JournalAsia-Pacific Journal of Teacher Education
Journal citation44 (4), pp. 364-378
PublisherRoutledge
ISSN1359-866X
Digital Object Identifier (DOI)https://doi.org/10.1080/1359866X.2016.1144712
Scopus EID2-s2.0-84958764917
Open accessPublished as green open access
Page range364-378
Research GroupInstitute for Learning Sciences and Teacher Education (ILSTE)
Author's accepted manuscript
License
File Access Level
Open
Publisher's version
License
All rights reserved
File Access Level
Controlled
Output statusPublished
Publication dates
Online18 Feb 2016
Publication process dates
Accepted14 Sep 2015
Permalink -

https://acuresearchbank.acu.edu.au/item/88948/teacher-education-as-academic-work-the-affordances-of-a-materialist-analysis

Log in to edit

Download files

Author's accepted manuscript
AM_Nuttall_2016_Teacher_education_as_academic_work_the.pdf
License: CC BY-NC-ND 4.0
File access level: Open

Restricted files

Publisher's version

  • 155
    total views
  • 53
    total downloads
  • 7
    views this month
  • 4
    downloads this month
These values are for the period from 19th October 2020, when this repository was created.

Export as

Related outputs

Leadership in early childhood education : A cultural-historical theory of practice development
Nuttall, Joce, Henderson, Linda, Wood, Elizabeth and Martin, Jenny. (2024). Leadership in early childhood education : A cultural-historical theory of practice development Springer Nature. https://doi.org/10.1007/978-3-031-51985-7
Positioning theory as a framework for understanding the facilitation of professional development for educational leaders
Martin, Jennifer Lynne, Nuttall, Jocelyn Grace, Wood, Elizabeth and Henderson, Linda. (2024). Positioning theory as a framework for understanding the facilitation of professional development for educational leaders. The Australian Educational Researcher. pp. 1-30. https://doi.org/10.1007/s13384-024-00700-9
Reconceptualising pedagogical leadership for quality in early childhood education : From individual dispositions to systemic creativity
Nuttall, Joce, Henderson, Linda, Wood, Elizabeth and Martin, Jenny. (2023). Reconceptualising pedagogical leadership for quality in early childhood education : From individual dispositions to systemic creativity. In In Hansen, Line Skov and Ringsmose, Charlotte (Ed.). Quality in Early Childhood Education and Care through Leadership and Organizational Learning: Organizational and professional development. pp. 221 - 237 Springer Cham. https://doi.org/10.1007/978-3-031-39419-5_13
Educational leadership in early childhood education : Participant vulnerability and a ‘rule of care’
Henderson, Linda, Nuttall, Joce, Wood, Elizabeth and Martin, Jenny. (2023). Educational leadership in early childhood education : Participant vulnerability and a ‘rule of care’. Journal of Early Childhood Research. 22(2), pp. 297-312. https://doi.org/10.1177/1476718X231210641
The impact of digital documentation platforms on early childhood educators’ work in Australia and New Zealand
Nuttall, Joce, Rooney, Tonya, Gunn, Alexandra C. and White, E. Jayne. (2023). The impact of digital documentation platforms on early childhood educators’ work in Australia and New Zealand. Technology, Pedagogy and Education. 32(2), pp. 257-273. https://doi.org/10.1080/1475939X.2023.2177720
The potential of ‘leading identity’ as an analytic concept for understanding Educational Leadership development in early childhood education
Henderson, Linda, Nuttall, Joce, Wood, Elizabeth and Martin, Jenny. (2022). The potential of ‘leading identity’ as an analytic concept for understanding Educational Leadership development in early childhood education. Teachers and Teaching. 28(7), pp. 875-889. https://doi.org/10.1080/13540602.2022.2137140
Assessment for learning within Australia's Early Years Learning Framework : What is the place of Learning Stories?
Minson, Victoria and Nuttall, Joce. (2022). Assessment for learning within Australia's Early Years Learning Framework : What is the place of Learning Stories? Contemporary Issues in Early Childhood. pp. 1-16. https://doi.org/10.1177/14639491221133464
Transformative agency by double stimulation : Advances in theory and methodology
Engeström, Yrjö, Nuttall, Joce and Hopwood, Nick. (2022). Transformative agency by double stimulation : Advances in theory and methodology. Pedagogy Culture and Society. 30(1), pp. 1-7. https://doi.org/10.1080/14681366.2020.1805499
Workforce diversity and quality improvement policies in early childhood education in East Asia
Nuttall, Joce, Grieshaber, Susan, Lim, Sirene, Eunju, Yun, Jooeun, Oh, Hyojin, Ahn, Sum, Chee Wah, Yang, Weipeng and Soojung, Kim. (2022). Workforce diversity and quality improvement policies in early childhood education in East Asia. Early Years. 42(1), pp. 6-22. https://doi.org/10.1080/09575146.2021.1888076
Formative interventions and the ethics of double stimulation for transformative agency in professional practice
Joce Nuttall. (2022). Formative interventions and the ethics of double stimulation for transformative agency in professional practice. Pedagogy Culture and Society. 30(1), pp. 111-128. https://doi.org/10.1080/14681366.2020.1805498
Leadership of strengths-based approaches for early years mathematics education : Using CHAT as a framework for educational leaders professional learning leadership
Sexton, Matt and Nuttall, Joce. (2021). Leadership of strengths-based approaches for early years mathematics education : Using CHAT as a framework for educational leaders professional learning leadership. 43rd annual conference of the Mathematics Education Research Group of Australasia. Singapore: Mathematics Education Research Group of Australasia (MERGA). pp. 92-95
The GTPA as a collaborative project in Australian initial teacher education : A cultural-historical activity theory perspective
Nuttall, Jocelyn Grace. (2021). The GTPA as a collaborative project in Australian initial teacher education : A cultural-historical activity theory perspective. In In Wyatt-Smith, Claire, Adie, Lenore and Nuttall, Joce (Ed.). Teaching performance assessments as a cultural disruptor in initial teacher education : Standards, evidence and collaboration pp. 149-163 Springer. https://doi.org/10.1007/978-981-16-3705-6_9
Understanding how early childhood educators 'see' learning through digitally cast eyes : Some preliminary concepts concerning the use of digital documentation platforms
White, E. Jayne, Rooney, Tonya, Gunn, Alexandra C. and Nuttall, Joce. (2021). Understanding how early childhood educators 'see' learning through digitally cast eyes : Some preliminary concepts concerning the use of digital documentation platforms. Australasian Journal of Early Childhood. 46(1), pp. 6-18. https://doi.org/10.1177/1836939120979066
Multimodal play : A threshold concept for early childhood curriculum?
Grieshaber, Susan, Nuttall, Joce and Edwards, Susan. (2021). Multimodal play : A threshold concept for early childhood curriculum? British Journal of Educational Technology. 52(6), pp. 2118-2129. https://doi.org/10.1111/bjet.13127
Educational leaders and the project of professionalisation in early childhood education in Australia
Martin, Jenny, Nuttall, Joce, Henderson, Linda and Wood, Elizabeth. (2020). Educational leaders and the project of professionalisation in early childhood education in Australia. International Journal of Educational Research. 101, p. Article 101559. https://doi.org/10.1016/j.ijer.2020.101559
Young children's digital play in early childhood settings: Curriculum, pedagogy and teachers' knowledge
Wood, Elizabeth, Nuttall, Joce, Edwards, Susan and Grieshaber, Susan. (2020). Young children's digital play in early childhood settings: Curriculum, pedagogy and teachers' knowledge. In In O. Erstad, R. Flewitt, B. Kümmerling-Meibauer & I. Pereira and Í. S. Pires Periera (Ed.). The Routledge Handbook of Digital Literacies in Early Childhood pp. 214-226 Routledge. https://doi.org/10.4324/9780203730638
Early childhood curriculum and learning frameworks
Nuttall, Joce. (2019). Early childhood curriculum and learning frameworks. In In Peters, Michael A. (Ed.). Encyclopedia of teacher education pp. 1-5 Springer Nature. https://doi.org/10.1007/978-981-13-1179-6_100-1
Early childhood curriculum policy texts in England and Aotearoa New Zealand : A rhetorical analysis
Wood, Elizabeth and Nuttall, Joce. (2019). Early childhood curriculum policy texts in England and Aotearoa New Zealand : A rhetorical analysis. In In Gunn, Alexandra C. and Nuttall, Joce (Ed.). Weaving Te Whariki : Aotearoa New Zealand’s early childhood curriculum framework in theory and practice pp. 2019 NZCER Press.
Problematising policies for workforce reform in early childhood education: A rhetorical analysis of England's Early Years Teacher Status
Kay, Louise, Wood, Elizabeth, Nuttall, Joce and Henderson, Linda. (2019). Problematising policies for workforce reform in early childhood education: A rhetorical analysis of England's Early Years Teacher Status. Journal of Education Policy. https://doi.org/10.1080/02680939.2019.1637546
The role of cultural tools and motive objects in early childhood teachers' curriculum decision-making about digital and popular culture play
Nuttall, Joce, Edwards, Susan, Grieshaber, Sue, Wood, Elizabeth, Mantilla, Ana, Katiba, Timothy Chepkwesi and Bartlett, Jacinta. (2019). The role of cultural tools and motive objects in early childhood teachers' curriculum decision-making about digital and popular culture play. Professional Development in Education. 45(5), pp. 790 - 800. https://doi.org/10.1080/19415257.2018.1511456
New play: A pedagogical movement for early childhood education
Edwards, Susan, Grieshaber, Susan, Nuttall, Joce and Wood, Elizabeth. (2019). New play: A pedagogical movement for early childhood education. In In D. Whitebread, V. Grau and K. Kumpulainen, M. M. McClelland, N. E. Perry, and D. Pino-Pasternak (Ed.). The SAGE Handbook of Developmental Psychology and Early Childhood Education pp. 272 - 285 SAGE Publications. https://doi.org/10.4135/9781526470393
The historical emergence of early childhood education research in Australia
Nuttall, Joce and Grieshaber, Susan. (2018). The historical emergence of early childhood education research in Australia. In In M. Freer and B. van Oers (Ed.). International handbook of early childhood education, Volume I pp. 511 - 529 Springer Nature. https://doi.org/10.1007/978-94-024-0927-7_23
Engaging with ambivalence: The neglect of early childhood teacher education in initial teacher education reform in Australia
Nuttall, Joce. (2018). Engaging with ambivalence: The neglect of early childhood teacher education in initial teacher education reform in Australia. In In C. Wyatt-Smith and L. Adie (Ed.). Innovation and accountability in teacher education: Setting directions for new cultures in teacher education pp. 155 - 169 Springer Nature. https://doi.org/10.1007/978-981-13-2026-2_10
Formative interventions in leadership development in early childhood education: the potential of double stimulation
Nuttall, Joce, Thomas, Louise and Henderson, Linda. (2018). Formative interventions in leadership development in early childhood education: the potential of double stimulation. Journal of Early Childhood Research. 16(1), pp. 80 - 91. https://doi.org/10.1177/1476718X16664555
Introduction
Nuttall, Joce, Kostogriz, Alex, Jones, Mellita and Martin, Jenny. (2017). Introduction. In In Nuttall, Joce, Kostogriz, Alex, Jones, Mellita and Martin, Jenny (Ed.). Teacher education policy and practice : Evidence of impact, impact of evidence pp. vii-xii Springer. https://doi.org/10.1007/978-981-10-4133-4
Learning and deploying relational agency in the negotiation of interprofessional hierarchies in a UK hospital
Nuttall, Joce. (2017). Learning and deploying relational agency in the negotiation of interprofessional hierarchies in a UK hospital. In In A. Edwards (Ed.). Working Relationally in and across Practices: A Cultural-Historical Approach to Collaboration pp. 43 - 57 Cambridge University Press. https://doi.org/10.1017/9781316275184.003
Engaging with quality improvement initiatives: a descriptive study of learning in the complex and dynamic context of everyday life for family child care providers
Tonyan, Holli, Nuttall, Joce, Torres, Jeannette and Bridgewater, Jessie. (2017). Engaging with quality improvement initiatives: a descriptive study of learning in the complex and dynamic context of everyday life for family child care providers. Early Education and Development. 28(6), pp. 684 - 704. https://doi.org/10.1080/10409289.2017.1305152
Theorising curriculum implementation and evaluation in early childhood education
Nuttall, Joce. (2016). Theorising curriculum implementation and evaluation in early childhood education. In In M. A. Peters (Ed.). Encyclopedia of Educational Theory and Philosophy pp. 1 - 4 Springer Science and Business Media. https://doi.org/10.1007/978-981-287-532-7_59-1
Leaders as advocates in early childhood education: Building capacity for change through development of everyday practice
Nuttall, Joce. (2016). Leaders as advocates in early childhood education: Building capacity for change through development of everyday practice. In Research, policy and advocacy in the Early Years pp. 86 - 95 New Zealand Council for Educational Research.
Embodying pre-tense conditions for research among teacher educators in the Australian university sector: A Bourdieusian analysis of ethico-emotive suffering
Zipin, Lew and Nuttall, Joce. (2016). Embodying pre-tense conditions for research among teacher educators in the Australian university sector: A Bourdieusian analysis of ethico-emotive suffering. Asia-Pacific Journal of Teacher Education. 44(4), pp. 348 - 363. https://doi.org/10.1080/1359866X.2016.1177164
A spatial re-consideration of the early childhood-school relationship
Henderson, Linda Gaye, Nuttall, Jocelyn, Kriegler, Lili-Ann and Schiele, Helen. (2016). A spatial re-consideration of the early childhood-school relationship. Teachers and Teaching. 22(6), pp. 716 - 728. https://doi.org/10.1080/13540602.2016.1158960
Bodies of knowledge: The concept of embodiment as an alternative to theory/practice debates in the preparation of teachers
Ord, Kate and Nuttall, Joce. (2016). Bodies of knowledge: The concept of embodiment as an alternative to theory/practice debates in the preparation of teachers. Teaching and Teacher Education. 60, pp. 355 - 362. https://doi.org/10.1016/j.tate.2016.05.019
Digital play : What do early childhood teachers see?
Edwards, Susan, Nuttall, Joce, Mantilla, Ana and Wood, Elizabeth. (2015). Digital play : What do early childhood teachers see? In In S. Bulfin, N. F. Johnson and C. Bigum (Ed.). pp. 69 - 84 Palgrave Macmillan.
The role of motive objects in early childhood teacher development concerning children's digital play and play-based learning in early childhood curricula
Nuttall, Joce, Edwards, Susan, Mantilla, Ana, Grieshaber, Susan and Wood, Elizabeth. (2015). The role of motive objects in early childhood teacher development concerning children's digital play and play-based learning in early childhood curricula. Professional Development in Education. 41(2), pp. 222 - 235. https://doi.org/10.1080/19415257.2014.990579
Time and temporality in early childhood educators work
Nuttall, Joce and Thomas, Louise. (2015). Time and temporality in early childhood educators work. European Early Childhood Education Research Journal. 23(4), pp. 512 - 523. https://doi.org/10.1080/1350293X.2014.970851
Travelling policy reforms reconfiguring the work of early childhood educators in Australia
Nuttall, Joce, Thomas, Louise and Wood, Elizabeth. (2014). Travelling policy reforms reconfiguring the work of early childhood educators in Australia. Globalisation, Societies and Education. 12(3), pp. 358 - 372. https://doi.org/10.1080/14767724.2014.916199
Connecting cultural models of home-based care and childminders' career paths : An eco-cultural analysis
Tonyan, Holli and Nuttall, Joce. (2014). Connecting cultural models of home-based care and childminders' career paths : An eco-cultural analysis. International Journal of Early Years Education. 22(1), pp. 117 - 138. https://doi.org/10.1080/09669760.2013.809654
Negotiating policy-driven and state mandated expectations of leadership : Discourses accessed by early childhood educators in Australia
Thomas, Louise and Nuttall, Joce. (2014). Negotiating policy-driven and state mandated expectations of leadership : Discourses accessed by early childhood educators in Australia. New Zealand Research in Early Childhood Education. 17, pp. 101 - 114.
Tensions between discourses of development, religion and human capital in early childhood education policy texts : The case of Indonesia
Formen, Ali and Nuttall, Joce. (2014). Tensions between discourses of development, religion and human capital in early childhood education policy texts : The case of Indonesia. International Journal of Early Childhood. 46(1), pp. 15 - 31. https://doi.org/10.1007/s13158-013-0097-y
Children’s Centre Coordinator Pedagogical Mentoring and Coaching Program Development Project
Nuttall, Joce. (2013). Children’s Centre Coordinator Pedagogical Mentoring and Coaching Program Development Project [Dataset]. Australian Catholic University. https://doi.org/10.26199/acu.8q674
The potential of developmental work research as a professional learning methodology in early childhood education
Nuttall, Joce. (2013). The potential of developmental work research as a professional learning methodology in early childhood education. Contemporary Issues in Early Childhood. 14(3), pp. 201 - 211. https://doi.org/10.2304/ciec.2013.14.3.201
Inter-professional work with young children in hospital: The role of 'relational agency'
Nuttall, Joce. (2013). Inter-professional work with young children in hospital: The role of 'relational agency'. The Early Years. 33(4), pp. 413 - 425. https://doi.org/10.1080/09575146.2013.830283
Lost in production: The erasure of the teacher educator in Australian university job advertisements
Nuttall, Joce, Brennan, Marie, Zipin, Lew, Tuinamuana, Katarina and Cameron, Leanne. (2013). Lost in production: The erasure of the teacher educator in Australian university job advertisements. Journal of Education for Teaching: international research and pedagogy. 39(3), pp. 329 - 343. https://doi.org/10.1080/02607476.2013.799849
Challenges, opportunities, and capacity building in early childhood teacher education research in Australia and New Zealand
Nuttall, Joce. (2012). Challenges, opportunities, and capacity building in early childhood teacher education research in Australia and New Zealand. New Zealand Journal of Educational Studies. 47(1), pp. 65 - 78.
Practicum assessment of culturally and linguistically diverse early childhood pre-service teachers
Nuttall, Joce and Ortlipp, Michelle. (2012). Practicum assessment of culturally and linguistically diverse early childhood pre-service teachers. European Early Childhood Education Research Journal. 20(1), pp. 47 - 60. https://doi.org/10.1080/1350293X.2012.650011
Continuing professional learning in the Asia-Pacific region: tensions and opportunities in teacher knowledge and the governance of education
Nuttall, Joce, Seddon, Terri and Phan, Hien TT. (2012). Continuing professional learning in the Asia-Pacific region: tensions and opportunities in teacher knowledge and the governance of education. In In C. Day (Ed.). The Routledge International Handbook of Teacher and School Development pp. 293 - 301 Routledge. https://doi.org/10.4324/9780203815564
Supervision and assessment of the early childhood practicum : experiences of pre-service teachers who speak English as a second language and their supervising teachers
Ortlipp, M. and Nuttall, Joce. (2011). Supervision and assessment of the early childhood practicum : experiences of pre-service teachers who speak English as a second language and their supervising teachers. Australasian Journal of Early Childhood. 36(2), pp. 87 - 94.
Learning to teach in the early years classroom
Blaise, Mindy and Nuttall, Joce. (2010). Learning to teach in the early years classroom Oxford University Press.
Professional learning in early childhood settings
Edwards, Susan and Nuttall, Joce. (2009). Professional learning in early childhood settings Sense Publishers.
Introduction to Professional learning in early childhood settings
Edwards, Susan and Nuttall, Joce. (2009). Introduction to Professional learning in early childhood settings. In Professional learning in early childhood settings pp. 1 - 8 Sense Publishers.
Structure, agency, and artefacts: Mediating professional learning in early childhood education
Nuttall, Jocelyn Grace, Coxon, Lisa and Read, Sarah. (2009). Structure, agency, and artefacts: Mediating professional learning in early childhood education. In In S. Edwards and J. Nuttall (Ed.). Professional learning in early childhood settings pp. 97 - 114 Sense Publishers.
Macropolitical forces and micropolitical realities: implementing Te Whariki
Hedges, Helen and Nuttall, Jocelyn Grace. (2008). Macropolitical forces and micropolitical realities: implementing Te Whariki. In In A. C. Grasesser (Ed.). Nga kaupapa here: Connections and contradictions in education pp. 77 - 87 Cengage Learning Asia Pte Ltd.
Research into initial teacher education in Australia: A survey of the literature 1995-2004
Murray, Sally, Nuttall, Joce and Mitchell, Jane. (2008). Research into initial teacher education in Australia: A survey of the literature 1995-2004. Teaching and Teacher Education. 24(1), pp. 225 - 239. https://doi.org/10.1016/j.tate.2007.01.013
Theory, policy, and practice: Three contexts for the development of Australasia’s early childhood curriculum documents
Nuttall, Joce and Edwards, Suzy. (2007). Theory, policy, and practice: Three contexts for the development of Australasia’s early childhood curriculum documents. In In L. Keesing-Styles and H. Hedges (Ed.). Theorising early childhood practice : emerging dialogues pp. 77 - 88 Pademelon Press.
Expanding intersubjectivity: The potential of Bakhtinian dialogism to inform narrative assessment in early childhood education
White, Jayne and Nuttall, Joce. (2007). Expanding intersubjectivity: The potential of Bakhtinian dialogism to inform narrative assessment in early childhood education. First Years Nga Tau Tuatahi. 9(1), pp. 21 - 25.
Fieldwork supervision: A space for professional learning
Nuttall, Joce, Doecke, Brenton, Berry, Amanda, Illesca, Bella and Mitchell, Jane. (2007). Fieldwork supervision: A space for professional learning. In Changing perspectives on professional learning: Professionalism, identities and practice pp. 37 - 52 Sense Publishers. https://doi.org/10.1163/9789087901257_005
Changing research contexts in teacher education in Australia: Charting new directions
Nuttall, Joce, Mitchell, Jane and Seddon, Terri. (2006). Changing research contexts in teacher education in Australia: Charting new directions. Asia-Pacific Journal of Teacher Education. 34(1), pp. 321 - 332. https://doi.org/10.1080/13598660600927224
Listening to Ngaire: Teacher negotiation of the personal and the institutional in childcare.
Nuttall, Joce. (2006). Listening to Ngaire: Teacher negotiation of the personal and the institutional in childcare. Teachers and Teaching: Theory and Practice. 12(2), pp. 139 - 150. https://doi.org/10.1080/13450600500467316
Teacher education: What are its prospects?
Mitchell, Jane, Murray, Sally and Nuttall, Joce. (2006). Teacher education: What are its prospects? In In B. Doecke, M. Howie and W. Sawyer (Ed.). Only connect: English teaching, schooling and community pp. 321 - 334 Wakefield Press.
Co-operating teachers' perspectives under scrutiny: A comparative analysis of Australia and Canada
Mitchell, Jane, Clarke, Anthony and Nuttall, Joce. (2006). Co-operating teachers' perspectives under scrutiny: A comparative analysis of Australia and Canada. Asia-Pacific Journal of Teacher Education. 35(1), pp. 5 - 25. https://doi.org/10.1080/13598660601111109
Educators and Children Learning Together: Reflections on the Early Childhood Assessment Exemplars
Nuttall, Joce. (2005). Educators and Children Learning Together: Reflections on the Early Childhood Assessment Exemplars. Early Education. 38, pp. 63 - 75.
Looking back, looking forward: Three decades of early childhood curriculum development in Aotearoa New Zealand
Nuttall, Joce. (2005). Looking back, looking forward: Three decades of early childhood curriculum development in Aotearoa New Zealand. Curriculum Matters. 1, pp. 12 - 28.
Pathway to the future? Doing childcare in the era of New Zealand's early childhood Strategic Plan
Nuttall, Joce. (2005). Pathway to the future? Doing childcare in the era of New Zealand's early childhood Strategic Plan Victoria University of Wellington.
Getting beyond the 'what' and the 'how' problematising pedagogy in early childhood education
Edwards, Susan and Nuttall, Joce. (2005). Getting beyond the 'what' and the 'how' problematising pedagogy in early childhood education. Early Childhood Folio: A collection of recent research. https://doi.org/10.18296/ecf.0216