Having and Being a Pedagogical Companion

While traditional mentoring may provide support and skill development, this chapter encourages a fresh approach that sees educators taking responsibility for their own and each other’s learning. It highlights the need to develop critical thinking and research skills, and describes what happened when educators became each other’s pedagogical companions. By co-creating a culture of questioning, experimentation, and reflection, educators can thrive in meaningful learning environments that promote democratic values. This chapter also questions common pedagogical practices associated with dominant ways of being that may limit professional development, urging educators to reflect on and challenge existing norms. Ultimately, it aims to inspire a change in mentoring practices, encouraging educators to work together as pedagogical companions to navigate the diverse challenges and experience the deep satisfaction of ongoing co-construction of knowledge in early learning settings.