Critical Reflection through a Growth Mindset - AISWA Early Childhood and ECU's Dr Fiona Boylan

Description

The chance to engage with Dr Fiona Boylan's unrivalled expertise is an invitation to embark on a transformative journey, one that embraces the incorporation of critical reflection as a catalyst for positive change -a concept firmly grounded in the principles of growth mindset theory. You will play an integral role in this pioneering research, collaborating to shape an innovative model that facilitates critical reflection through a growth mindset.

Project Aims
1. Engage ten early childhood leaders in a robust culture of critical reflection using a growth mindset through applied research for problem solving contextualised to their setting.
2. Explore emerging issues and changing policy directions in the updated EYLF (AGDE, 2022) to design, deliver and evaluate quality learning and teaching practices for children through critical reflection.
3. Develop teachers' knowledge of mindset theory and importantly how a growth mindset can be used to critically reflect to make positive changes for children and families in their unique school context. 

The updated V2.0 EYLF (AGDE, 2022) highlights critical reflection and ongoing professional learning as pivotal components of high-quality programming for learner engagement. Distinguishing from mere reflection, critical reflection involves intentional, deeper-level evaluation, informed by diverse perspectives like philosophy, theory, ethics, and practice. Brownlee Lunn et al. (2021) assert the need for explicit guidance on critical reflection.

This project develop links with Edith Cowan University, nurturing continuous development for leaders and aspiring school leaders (AISWA Strategic Goal 4). It also furnishes schools with NQS compliance evidence via the Quality Improvement Plan, fostering teacher-recorded enhancements propelled by critical reflection. The project will use a participatory action research approach where teachers will build a community of practice to work together through cycles of reflection, action and evaluation supporting processes of critical reflection and change to transform practices. A ‘train the trainer’ model will develop participants' capabilities to share new knowledge and practices back in their school and community contexts to develop the professional growth of others widening the impact through a ripple effect.