Challenging Educational Assumptions: Lessons from an Italian-American collaboration

Krechevsky, Mara; Stork, Janet

doi:10.1080/03057640050005771

Cited by 17 publications

(8 citation statements)

References 5 publications

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“…For children to come to knowledge and understanding in such a way is vibrant and full of passion (Krechevsky & Stork, 2000). The meaningful stories providers tell confirm such pristine learning-the essence of pedagogical authenticity.…”

Section: Discussionmentioning

confidence: 98%

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The Pedagogical Experiences and Practices of Family Child Care Providers

Freeman

Vakil

2007

Early Childhood Educ J

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The work in family child care is becoming increasingly more professional, moving from an image of ÔmotheringÕ toward one of educare. The growing demand for expertise and competence in family child care providers can be examined in light of their pedagogical experiences and the ways in which children engage in learning in providersÕ homes. This article is based on a phenomenological study conducted with four certified family child care providers, each with 10 or more years of experience with a wide age range of children. Data revealed that providers foster a pedagogical relationship with children along five dimensions of learning: childrenÕs skills for learning, essential opportunities for learning, two forums for learning, socio-emotional learning, and meaningful learning. The authors conclude with implications for further research.

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Section: Discussionmentioning

confidence: 98%

“…Although authenticity became a subplot of other vignettes throughout the data, several stories epitomize purely unadulterated (meaningful) learning by being immersed in, and acting upon, the world. For children to come to knowledge and understanding in such a way is vibrant and full of passion (Krechevsky & Stork, 2000).…”

Section: Meaningful Learningmentioning

confidence: 99%

The Pedagogical Experiences and Practices of Family Child Care Providers

Freeman

Vakil

2007

Early Childhood Educ J

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“…All these pre-service ECE teachers were female with ages ranging from 22 years old to 28 years old. The pre-service ECE teachers are taught the types of assessment, strategies, and how to use the tools of assessment in a systematic way through pedagogic documentation during the semester (Krechevsky & Stork, 2000). The course begins with discussion of assessment in early childhood education and the role of using pedagogic documentation as an assessment tool.…”

Section: Research Context and Proceduresmentioning

confidence: 99%

Okul Öncesi Öğretmen Adaylarinin Pedagojik Dokümantasyon Deneyimleri İle Değerlendirme Konusunda Kendilerine Olan Güvenin Ve Yeterliklerinin Desteklenmesi

Buldu¹

2020

TurkishStudies

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This study investigated how pre-service early childhood education teachers' confidence in assessing children has changed after learning pedagogical documentation process and identify a roadmap on how to support their professional development in terms of assessment. The design of the study was qualitative case study in nature. Based on that, qualitative case study design was utilized for the current study. For the selection of the participants, a purposive sampling strategy was utilized. The data of the study were drawn from preservice teachers who were enrolled in an elective course called Pedagogical Documentation in Early Childhood Education in an early childhood teacher education program at a state university. The data were collected through pre-and post-focus group interviews, and documentation panel displays and reflection journals about their documentation experiences. Thematic analysis method was utilized and three main theme was determined after all data analysis process was conducted. These were; (1) exploiting assessment tools in learning process, (2) supporting pre-service teachers' self-efficacy beliefs on assessment, and (3) interpreting assessment results for planning learning process. Findings revealed that implementing pedagogical documentation supports the pre-services teachers' confidence and competencies on implementing assessment strategies in terms of understanding how to interpret assessment evidences and decide about children's learning outcomes. Considering the findings of this inquiry, it can be recommended that pre-service early childhood teacher training programs should be designed to provide necessary experiences to implement assessment strategies such as pedagogical documentation.

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“…We define teacher research as intentional and systematic inquiry carried out over time by those in the classroom in order to enhance understanding of teaching and learning (Borg 2003;Giudici, Rinaldi & Krechevsky 2001;Perry, Henderson & Meier 2012). Approaches like PPR enable teachers to contribute to, rather than merely receive, knowledge about teaching and learning (Cochran-Smith & Lytle 1999, 2009Escamiller & Meier 2018;Krechevsky & Stork 2000;Weinbaum et al 2004). At ISB, teachers participated in playful activities or provocations to foster their own creative thinking, and assumed a playful mindset to test ideas in the classroom, occasionally engaging students as co-researchers.…”

Section: The Pedagogy Of Play Projectmentioning

confidence: 99%

“Frankly It’s A Gamble”: What Happens When Middle School Students Compose their Own Schedules?

2019

SER

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This article describes what happened when a group of middle school teacherresearchers at the International School of Billund (ISB), Denmark, joined university-based researchers from the Harvard Graduate School of Education, to engage in a new qualitative methodology called “Playful Participatory Research” or PPR (Baker & Davila 2018; Baker et al. 2016). The goal of the inquiry was to explore some of the tensions that exist between play and school—in particular the paradox between the timeless nature of play and the timetabled nature of school. The experiment was an example of one of the principles of a pedagogy of play proposed by the research team, which suggests that teachers’ collective and systematic study of artifacts of student learning (or “pedagogical documentation”) helps them to navigate such paradoxes. The teachers decided to replace two weeks of the standard school schedule with a ‘student-composed schedule’, in which students were free to design their own programme. Although the experiment got off to a shaky start, as it progressed, many students capitalized on the opportunity to choose where and with whom to work; they began to see each other as intellectual resources; and they started to take more responsibility for their own learning.

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Challenging Educational Assumptions: Lessons from an Italian-American collaboration

Cited by 17 publications

References 5 publications

The Pedagogical Experiences and Practices of Family Child Care Providers

The Pedagogical Experiences and Practices of Family Child Care Providers

Okul Öncesi Öğretmen Adaylarinin Pedagojik Dokümantasyon Deneyimleri İle Değerlendirme Konusunda Kendilerine Olan Güvenin Ve Yeterliklerinin Desteklenmesi

“Frankly It’s A Gamble”: What Happens When Middle School Students Compose their Own Schedules?

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