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ERIC Number: EJ833591
Record Type: Journal
Publication Date: 2007
Pages: 19
Abstractor: As Provided
Reference Count: 69
ISBN: N/A
ISSN: ISSN-0890-6459
Documenting Preservice Teachers' Work: A Tool for Influencing Reflections about Developmentally Appropriate Practices
Swim, Terri Jo
Teacher Education and Practice, v20 n4 p376-394 Fall 2007
This investigation examined how documenting preservice teachers' work during engaging, authentic classroom experiences influenced their understanding of developmentally appropriate practices (DAP). A pragmatic action research design was used to systematically plan, document, and reflect on learning experiences to evaluate the impact of such instructional strategies on students' learning. Preservice teachers' responses reflected key components of DAP, including focusing on learning for themselves and children and creating a caring community. Conclusions include the following: First, when time and space are created for reflective practice through panel documentations, students link course experiences with important aspects of DAP. Second, if we as university instructors want students to engage in reflective practice and adopt DAP, we need to be willing to change the way that we teach. (Contains 1 table and 2 notes.)
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Early Childhood Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A