Childcare Practitioners’ Experiences with an Evaluation Approach Based on Appreciative Inquiry (AI) for Autonomous Changes
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This study aimed at illuminating how practitioners in a child-care center experienced an evaluation approach based on Appreciative-Inquiry (AI) and engaged themselves in autonomous changes over a span of one year. Their journey started with sharing a peak experience in the child care center, values, and three wishes to make more of the most energized and proud experiences through paired interviews. The inquiry stage was followed by imagining a better future of the child care center with a shared vision, and innovating practices with strategic plans and collaborative wisdom, and implementing changes, along with monitoring and evaluating the whole 4-I process of AI-based evaluation approach. The participants focused on their professional competencies to work as “happy teachers in a positive organizational culture,” who would be willing to take new challenges, sharing their talents, knowledge and skills, and growing up with open-ended communication. They created 3 learning communities to join in on a voluntary basis and took their time to learn from other practitioners’ experiences, talents, and wisdom. The shared activities for professional development also influenced their classroom environment, interactions with the children, and curricular changes to encourage children’s choices and active participation. The results indicated positive possibilities of an AI-based evaluation approach to encouraging bottom-up changes with teachers’ increased autonomy, a collegial climate of a learning organization, and utilization of evaluation results.
Abstract
This study aimed at illuminating how practitioners in a child-care center experienced an evaluation approach based on Appreciative-Inquiry (AI) and engaged themselves in autonomous changes over a span of one year. Their journey started with sharing a peak experience in the child care center, values, and three wishes to make more of the most energized and proud experiences through paired interviews. The inquiry stage was followed by imagining a better future of the child care center with a shared vision, and innovating practices with strategic plans and collaborative wisdom, and implementing changes, along with monitoring and evaluating the whole 4-I process of AI-based evaluation approach. The participants focused on their professional competencies to work as “happy teachers in a positive organizational culture,” who would be willing to take new challenges, sharing their talents, knowledge and skills, and growing up with open-ended communication. They created 3 learning communities to join in on a voluntary basis and took their time to learn from other practitioners’ experiences, talents, and wisdom. The shared activities for professional development also influenced their classroom environment, interactions with the children, and curricular changes to encourage children’s choices and active participation. The results indicated positive possibilities of an AI-based evaluation approach to encouraging bottom-up changes with teachers’ increased autonomy, a collegial climate of a learning organization, and utilization of evaluation results.
참고문헌 (27)
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