Substantiation of the Invisible: Pedagogical Documentation as Professional Development Support

Autor/in	Mesquita, Cristina
Titel	Substantiation of the Invisible: Pedagogical Documentation as Professional Development Support
Quelle	In: European Early Childhood Education Research Journal, 30 (2022) 2, S.239-250 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-293X
DOI	10.1080/1350293X.2022.2046835
Schlagwörter	Faculty Development; Teacher Collaboration; Preschool Children; Seminars; Early Childhood Education; Action Research; Teaching Methods; Educational Change; Educational Practices; Teacher Attitudes; Teacher Student Relationship; Portfolios (Background Materials); Personal Narratives; Child Development + Suchen Sie Ihr Suchwort? Lehrerkooperation; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Seminar; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Projektforschung; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsreform; Bildungspraxis; Lehrerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Erlebniserzählung; Kindesentwicklung
Abstract	This study started from a collaborative work developed with a group of educators, who work in an institution that welcomes children from 0 to 6 years. The educators, after participating in a seminar on documentation and evaluation in early childhood education, showed enthusiasm to learn how to document the children's voice and experiences. This study analyses the processes of awareness that occurred over a two-year period of action and that revealed how pedagogical documentation can support educators to reconstruct the image they have of children and the reconfiguration of their practices, substantiating the invisible. The staff-based learning and development is conceptualized from an ecological socio-constructivist following the Pedagogy-in-Participation approach. This piece of research assumes that pedagogical documentation is a process that values the children's voice and enables educators to reflect, favoring the reconstruction of their practices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01