Developing and articulating pedagogic principles: A case study of early childhood teacher trainees learning to use pedagogic documentation techniques.

Autor/inn/en	Flannery Quinn, Suzanne; Parker, Lucy
Titel	Developing and articulating pedagogic principles: A case study of early childhood teacher trainees learning to use pedagogic documentation techniques.
Quelle	In: Journal of early childhood teacher education, (2016) 1, S.96Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext (2); PDF als Volltext (3) Verfügbarkeit
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1090-1027
DOI	10.1080/10901027.2015.1133462
Schlagwörter	Teaching methods; Pedagogy; Early childhood education; Teacher education
Abstract	This research examines the development and articulation of pedagogic principles and the process of using pedagogic documentation techniques by early childhood teacher trainees in a university teacher training program (BA Primary Education leading to Qualified Teacher Status) in London, England. The study draws on the perspectives of students in the second year of the teacher training program, and the tutor for the module, as well as documentary analysis of 14 pedagogic documentation panels that were produced by the teacher trainees. The research demonstrates how the development and articulation of pedagogic principles is enabled by the reflective and collaborative practice of photography, dialogue, narrative, and metaphor. Findings can be used to better understand how teacher trainees engage with pedagogic principles while they learn how to use the techniques of pedagogic documentation.
Erfasst von	OLC
Update	2021/4/12