Sharing Pedagogical Documentation with Others: Exploring Issues of Addressivity and Voice

Autor/in	Birbili, Maria
Titel	Sharing Pedagogical Documentation with Others: Exploring Issues of Addressivity and Voice
Quelle	In: European Early Childhood Education Research Journal, 30 (2022) 2, S.309-323 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Birbili, Maria)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-293X
DOI	10.1080/1350293X.2022.2046832
Schlagwörter	Educational Research; Parent Teacher Cooperation; Teacher Attitudes; Decision Making; Audience Awareness; Portfolios (Background Materials); Student Evaluation; Professional Identity; Faculty Development; Preschool Teachers; Early Childhood Education; Childrens Attitudes; Preschool Children + Suchen Sie Ihr Suchwort? Bildungsforschung; Pädagogische Forschung; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Lehrerverhalten; Decision-making; Entscheidungsfindung; Schulnote; Studentische Bewertung; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder
Abstract	Pedagogical documentation is a text of multiple voices and audiences. Building on this idea, the study presented here aimed to explore to what degree and in what ways teachers' writing is shaped or constrained by their anticipation of parents as readers of documentation. Bakhtin's concept of addressivity was used to frame teacher--parent relationships as part of an always present, ongoing dialogue that influences teacher voice and choices in pedagogical documentation. Interviews with teachers and analysis of child portfolios indicate that teachers were aware of parents as an audience, and this awareness was reflected in the discursive practices they use. The discussion of the choices teachers made regarding what to include or not in portfolios puts forward the argument that the development of teacher's voice in pedagogical documentation involves, among other things, an awareness of how self is related to parents. Finding the balance between the self and the other in pedagogical documentation is an issue that needs to be critically addressed in professional learning opportunities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01