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ERIC Number: EJ819696
Record Type: Journal
Publication Date: 2006-Jan
Pages: 23
Abstractor: As Provided
Reference Count: 22
ISSN: ISSN-1547-688X
Making Learning Visible through Documentation: Creating a Culture of Inquiry among Pre-Service Teachers
Suarez, Stephanie Cox
New Educator, v2 n1 p33-55 Jan 2006
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. (Contains 5 figures and 2 notes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Italy