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EJ915971 - Preservice Teachers' Perceptions of Pedagogic Documentation Techniques in Early Childhood Teacher Preparation

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ERIC #:	EJ915971
Title:	Preservice Teachers' Perceptions of Pedagogic Documentation Techniques in Early Childhood Teacher Preparation
Authors:	Flannery Quinn, Suzanne M.; Schwartz, Kimberly
Descriptors:	Preservice Teachers; Photography; Early Childhood Education; Young Children; Teacher Educators; Teacher Education; Performance Based Assessment; Faculty Development; Video Technology; Reflection; Technology; Teacher Attitudes; Inquiry
Source:	Journal of Early Childhood Teacher Education, v32 n1 p39-54 2011
More Info: Help Peer Reviewed:	Yes
Publisher:	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Date:	2011-00-00
Pages:	16
Pub Types:	Journal Articles; Reports - Research
Abstract:	This research examines the perceptions of early childhood preservice teachers in relation to earning the techniques of pedagogic documentation with young children. Data sources are preservice teachers' written responses to questions related to using technologies associated with pedagogic documentation such as photography and video recording, as well as their thoughts on the process and purposes of pedagogic documentation in early childhood education. The data were drawn from preservice teachers who were enrolled in an upper division course in an early childhood teacher preparation program at a major University in the southern United States. Findings include preservice teachers' articulations of apprehensions related to human-technological interfaces, clear preferences for photography over video as a media for documentation in the classroom, and conceptions of documentation as a technique for children's learning as well as for their own professional development. Implications for early childhood teacher educators are discussed.
Abstractor:	As Provided
Reference Count:	29

Note:	N/A
Identifiers:	United States
Record Type:	Journal
Level:	N/A
Institutions:	N/A
Sponsors:	N/A
ISBN:	N/A
ISSN:	ISSN-1090-1027
Audiences:	N/A
Languages:	English
Education Level:	Early Childhood Education
Direct Link:	http://www.informaworld.com/openurl?genre=article&id=doi:10.1080/10901027.2010.547767

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