Making Learning Visible through Documentation
Creating a Culture of Inquiry among Pre-Service Teachers
Bibliographic Data
| ID | 12794844 |
|---|---|
| Authors | Stephanie Cox Suárez (corresponding author) |
| Year | 2006 |
| Volume | 2 |
| Issue | 1 |
| Pages | 33-55 |
| Publication date | 2006-01-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | The New Educator (JOURNAL) |
| Journal identifiers | ISSN: 1549-9243 • E-ISSN: 1549-9243 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/15476880500486129 |
| OpenAlex | W1989373291 |
| Language | EN |
| Citations received | 4 |
| References cited | 3 |
This article explores the use of documentation—to observe, record, and interpret the learning of children and their pre-service teachers to make that learning visible in order to point to it and engage in a collaborative dialogue. Inspired by the work of the Reggio Emilia infant-toddler and pre-schools in Italy, this study extends the idea of documenting young children’s individual and group learning to adult learning in a graduate seminar with nine pre-service teachers. Shifts made to teaching a seminar included professor and pre-service teachers co-constructing the meaning of a learning group, following a protocol to look at children’s work, sharing public reflections, interpreting the learning that took place both between and in each seminar. The explicit effort to document adult learning led to creating a collective body of knowledge that extended to documenting children’s learning in elementary inclusive classrooms
Documentation · Mathematics education · Pedagogy · Service-learning · Sociology · Computer Science · Evaluation of Teaching Practices · Psychology · Reflective Practices in Education · Teacher Education and Leadership Studies
| Citations per year | 0.22 |
|---|---|
| Citation span | 2008 - 2022 (15) |
| Highly cited | No |