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Teacher learning made visible: Colla...

Wong, Alice Cho Yee.

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Teacher learning made visible: Collaboration and the study of pedagogical documentation in two childcare centres.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Teacher learning made visible: Collaboration and the study of pedagogical documentation in two childcare centres./
作者:	Wong, Alice Cho Yee.
面頁冊數:	174 p.
附註:	Source: Dissertation Abstracts International, Volume: 72-07, Section: A, page: .
Contained By:	Dissertation Abstracts International72-07A.
標題:	Education, Pedagogy. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=NR72343
ISBN:	9780494723432

Teacher learning made visible: Collaboration and the study of pedagogical documentation in two childcare centres.
Wong, Alice Cho Yee.

Teacher learning made visible: Collaboration and the study of pedagogical documentation in two childcare centres. - 174 p.

Source: Dissertation Abstracts International, Volume: 72-07, Section: A, page: .

Thesis (Ph.D.)--University of Toronto (Canada), 2010.

Pedagogical documentation inspired by the early childhood schools of Reggio Emilia, Italy is a tool for teacher inquiry, learning, and development. Teachers systematically reflect upon artifacts that make visible children's thinking, using for instance, digital photographs, quotations of children's verbal thoughts, and teachers' field notes. In two Reggio-inspired childcare centres in Toronto, Ontario, Canada, early childhood educators formed two teacher learning groups to study pedagogical documentation.

ISBN: 9780494723432Subjects--Topical Terms:

1669025
Education, Pedagogy.

Teacher learning made visible: Collaboration and the study of pedagogical documentation in two childcare centres.
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245 1 0 $a Teacher learning made visible: Collaboration and the study of pedagogical documentation in two childcare centres.
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500 $a Source: Dissertation Abstracts International, Volume: 72-07, Section: A, page: .
502 $a Thesis (Ph.D.)--University of Toronto (Canada), 2010.
520 $a Pedagogical documentation inspired by the early childhood schools of Reggio Emilia, Italy is a tool for teacher inquiry, learning, and development. Teachers systematically reflect upon artifacts that make visible children's thinking, using for instance, digital photographs, quotations of children's verbal thoughts, and teachers' field notes. In two Reggio-inspired childcare centres in Toronto, Ontario, Canada, early childhood educators formed two teacher learning groups to study pedagogical documentation.
520 $a As participants studied these artifacts (i.e. documentation), an underlying question emerges: What happens to teacher learning when early childhood educators form teacher learning groups to study pedagogical documentation in childcare centres? From this question, participants collaborated throughout six to seven research meetings to discuss and reflect upon documentation that they created.
520 $a Portraiture research as a method of qualitative inquiry (Lawrence-Lightfoot, 1983; Lawrence-Lightfoot & Davis, 1997) offered a range of data collection methods used in this study, including videotaped research meetings, participants' documentation work, open-ended group interview, and researcher's field notes. These methods informed the portraiture research and constructed a vivid, in-depth look at participants' experiences in studying pedagogical documentation in teacher learning groups.
520 $a The results of this study are retold through two portraits focusing on the co-construction of teacher knowledge in teacher learning groups. Participants' experiences such as deconstructing barriers to documentation practice, developing new documentation skills, critical self-reflection upon teacher practice, and emergent curriculum planning generated two rich portraits of teacher learning and development.
520 $a Essential themes, conclusions, and implications appear in the examination of the two portraits and are explored in the final chapter. The themes included: (1) Skills of documentation, (2) Teacher learning and, (3) Teacher collaboration. Overall, this research study exposed the questions and assumptions, process of inquires, and new teacher knowledges and practices developed by two groups of early childhood educators in this study
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