Introduction
Reggio Emilia’s (Malaguzzi 1996) holistic pedagogies of listening and relationships inspire a corresponding collaborative inquiry approach to fostering agency. This creates an agentic space for student teachers’ voice within early childhood initial teacher education contexts. Implementing such a democratic approach enables student teachers to explore their own creativity, experience agency, and foreground their voice. It immerses them in a pedagogical approach that models a way of integrating democracy in their teaching with young children. The flexibility of a process with no predetermined outcome or assessment liberates student voices, valuing and affirming their learner identities. This approach is both collaborative and authentic, providing an immersion in the construction of knowledge as relational rather than personal. It places the student teachers at the heart of curriculum through the redistribution of power.
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McConnell, C., Postlewaight, G. (2019). Student Teacher Agency, Mediating Collaborative Inquiry to Redistribute Power in Early Childhood Initial Teacher Education. In: Peters, M. (eds) Encyclopedia of Teacher Education. Springer, Singapore. https://doi.org/10.1007/978-981-13-1179-6_32-1
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