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ERIC Number: EJ929625
Record Type: Journal
Publication Date: 2004
Pages: 9
Abstractor: As Provided
Reference Count: 28
ISSN: ISSN-1090-1027
Building a Partnership through Collaboration, Reflection, Dialogue
Elliott, Elizabeth
Journal of Early Childhood Teacher Education, v24 n4 p247-255 2004
The qualitative study examined the processes and approaches to collaboration, reflection, and dialogue of preservice and mentoring teachers who were engaged in a yearlong internship experience. Within the context of a university course grounded in constructivism, social constructivism, and the concept of teacher as researcher, the study explored the social interactions of the teachers throughout the course of the school day. Teachers were observed in the process of planning and reflecting on daily classroom activities through collaborative meetings with a focus on the teaching and learning process. The preservice teachers were educated in the use of the main principles described by the Reggio Emilia Approach--collaboration reflection, and dialogue (Edwards, Gandini & Forman, 1998) and thus, served as a guide for the collaborative interactions with the mentoring teachers. (Contains 1 figure.)
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: Early Childhood Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A