Appendix Table 4. Site one: Evidence of data linked to relational agency framework Phases Key idea Activity Details/description Foundational Building a of Professional Teachers and educators acknowledged belonging to a Learning - Session their commitment to transition practices network 1 and recognised the positive aspects the transition program currently in place to support children as the move from the early childhood settings to school. Phase 1 Finding out about Reciprocal Visit - 1 Observation and discussion during this each other’s visit facilitated understanding of the three services services, more specifically in terms of design of the teaching spaces. Discussion related to rationales for the different teaching and learning spaces and children’s use of the spaces provided. Routines and were shared. Similarities and differences in the classroom designs and expectations for learning were discussed. The attention to small group activities and children in the preschool where compared ‘choice’ to whole class activities and teacher directed activities the primary school. Notwithstanding also apparent were the approaches to teaching and belief about children that were shared across the sectors. Phase 3 Building a common Professional Videos of early childhood teachers focus for the group Learning - Session reading books to children were viewed 1 and discussed. Aspects of the teachers’ interactions and attention to literacy concepts were discussed and compared to the teachers’ own practices. This provided a stimulus for the teachers be filmed reading a book to children, as a common experience across all settings, that be used to closely examine the teachers’ interactions with children and establish understandings of shared pedagogy. Teachers/educators agreed to arrange video recordings of their own practice. Phase 4 Building a common Professional Videos of the primary school teachers language Learning -Session guided reading sessions were shared. 2 The question framework from Scull, Paatsch& Raban (2013) was used to analyse the type and frequency of questions asked and to map children’s responses to questions. This built a common language for talking about book reading interactions and pedagogical practices, that engage children in discussions about text meanings and
Appendix Table 4. Site one: Evidence of data linked to relational agency framework Phases Key idea Activity Details/description Foundational Building a of belonging to a network Professional Learning - Session 1 Teachers and educators acknowledged their commitment to transition practices and recognised the positive aspects the transition program currently in place to support children as the move from the early childhood settings to school. Phase 1 Finding out about each other’s services Reciprocal Visit - 1 Observation and discussion during this visit facilitated understanding of the three services, more specifically in terms of design of the teaching spaces. Discussion related to rationales for the different teaching and learning spaces and children’s use of the spaces provided. Routines and were shared. Similarities and differences in the classroom designs and expectations for learning were discussed. The attention to small group activities and children ‘choice’ in the preschool where compared to whole class activities and teacher directed activities the primary school. Notwithstanding also apparent were the approaches to teaching and belief about children that were shared across the sectors. Phase 3 Building a common focus for the group Professional Learning - Session 1 Videos of early childhood teachers reading books to children were viewed and discussed. Aspects of the teachers’ interactions and attention to literacy concepts were discussed and compared to the teachers’ own practices. This provided a stimulus for the teachers be filmed reading a book to children, as a common experience across all settings, that be used to closely examine the teachers’ interactions with children and establish understandings of shared pedagogy. Teachers/educators agreed to arrange video recordings of their own practice. Phase 4 Building a common language Professional Learning -Session 2 Videos of the primary school teachers guided reading sessions were shared. The question framework from Scull, Paatsch& Raban (2013) was used to analyse the type and frequency of questions asked and to map children’s responses to questions. This built a common language for talking about book reading interactions and pedagogical practices, that engage children in discussions about text meanings and
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