Online Research Project - Teachers and Materials as Researchers

Presenters: Chris Celada and Margo Hobba

Dates: Each Thursday commencing 2 May and concluding 20 June 2024

Time: 7.30pm - 8.30pm (AEST)

Venue: Online

Category: Event

Registrations have now closed

Program Description

About the online research project:
The intention of this online research project is for adults to become more sensitive to their own knowledge building processes so that they can become more sensitive to the knowledge processes of children.

We intend to do this by creating an intense research experience over time that enables participants to experience ‘a pedagogy of relations’ within an experience of research.  We interpret a ‘pedagogy of relations’ as an understanding that knowledge is an interconnected pattern of relations that shifts and grows in response to the material and non-material world (the world of imagination and discourse) and that learning is an increasing and changing sensitivity and awareness of these relations.

We believe that knowing and learning from this point of view can only be understood if it is first experienced. So, our approach is to offer an opportunity for participants to form, participate in and co-create a ‘lived experience’ of research over an extended period of time and for them to document and share their increasing awareness and sensitivity to the social and material world through this work.

Participation involves one hour a week of individual research plus one hour a week online for whole group research. The project will run from Thursday 2 May to Thursday 20 June 2024.

Participants will require:

• Stable internet connection.
• Camera/phone and ability to share images online.
• Computer/tablet etc. with camera using device with a large screen will be an advantage.
• Microphone.
• Access to scanner/printer.
• Research notebook.
• PowerPoint or Keynote program.

Co-facilitated by two experienced facilitators.

Chris Celada and Margo Hobba have both worked in community based childcare, sessional and long day preschool programs and with tertiary students studying to be early childhood professionals. They have participated in many study programs in Reggio Emilia, are both long term members of REAIE, and have been co-researching the relationship between professional learning and teaching drawing on the educational project in Reggio Emilia for many years. This research has formed the basis for their approach to professional learning experiences for teachers.