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Twenty-six days with “Christa” Using autoethnography in reflective practice in early childhood education

Anna Jo Perry


In early childhood education in Aotearoa New Zealand it is common practice for teachers to write Learning Stories to document and interpret children’s learning events. What these stories don’t always uncover or articulate, however, are the parallel roles which teachers play in these learning episodes. By widening these stories to include the part played by teachers, Learning Stories become more than just an interpretation of the events for children, they become part of a process of professional learning. To support this process, autoethnography may provide an important addition to practice by exploring further the myriad of influences on learning.

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