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ERIC Number: EJ890715
Record Type: Journal
Publication Date: 2010-Jun
Pages: 12
Abstractor: As Provided
Reference Count: 19
ISBN: N/A
ISSN: ISSN-1527-9316
Pedagogical Documentation and Collaborative Dialogue as Tools of Inquiry for Pre-Service Teachers in Early Childhood Education: An Exploratory Narrative
Bowne, Mary; Cutler, Kay; DeBates, Debra; Gilkerson, Deanna; Stremmel, Andrew
Journal of the Scholarship of Teaching and Learning, v10 n2 p48-59 Jun 2010
The purpose of this paper was to examine how pedagogical documentation and collaborative dialogue served as tools of inquiry for a group of undergraduate Early Childhood Education pre-service teachers at a Midwestern university. The research was a collaborative effort of several faculty members who formed a Scholarship of Teaching and Learning group. A reflective, inquiry approach to this research uncovered several potential themes. This article, specifically, examined the relationships that occurred with collaborative dialogue and pedagogical documentation and how it enabled the pre-service teachers to understand the learning processes more fully, the benefits to utilizing collaborative dialogue and pedagogical documentation, and the misconceptions that emerged.
Indiana University. 755 West Michigan Street UL 1180D, Indianapolis, IN 46202. Tel: 317-274-5647; Fax: 317-278-2360; e-mail: josotl@iupui.edu; Web site: http://www.iupui.edu/~josotl
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Higher Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A