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"We can go after it better together"
Watson, Fran Jaffer, Adil
Watson, Fran
Jaffer, Adil
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Authors
Editors
Date
2025
Educational Level
ISCED Level 0 Early childhood education
Curriculum Area
Geographical Setting
Netherlands
Italy
Italy
Abstract
Context: This podcast episode, produced by Cambridge Mathematics, features a conversation with Adil Jaffer, a mathematics coordinator and Early Years teacher at an international school in Amsterdam. The discussion revolves around the interpretation of 'educational research' within different settings and the integration of research-based pedagogical practices in early years education.
Aims: The conversation explores the role of teachers as researchers in the classroom, focusing on how educational practitioners can apply their experiences with classroom-based research to enhance teaching practices. The episode encourages reflections on how teachers observe and participate in their students' learning processes.
Methods: Adil shares personal experiences from his role as a mathematics coordinator and teacher in an Early Years setting. He discusses the methodologies derived from research traditions, such as the Reggio Emilia approach, to emphasise collaborative learning between teachers and students.
Findings: Adil stresses that teachers should view themselves as co-researchers with their students, engaged in actively observing and understanding their students' learning behaviours. He notes the importance of documenting children's observations, becoming involved with their natural curiosity, and using prior classroom experiences to inform future learning opportunities. The discussion reveals a view that research carried out by a teacher and the students in their classroom can lead to deep insights that cannot be captured through randomised controlled trials.
Implications: Other educators might learn the value of integrating research-oriented practices into their classrooms by closely observing students and joining them in their research. This participatory approach can foster a deeper understanding of students' needs and enhance overall pedagogical strategies, creating a dynamic learning environment. The emphasis on the interplay between teaching, learning and researching highlights the importance of a reciprocal relationship in fostering children's understanding of the world around them.
Description
Keywords
practitioner research, early years mathematics, classroom observation, Reggio Emilia approach, professional development, inquiry-based learning