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- Title
Provoking Dialogue: Promote a Deeper Understanding of Teaching and Learning through Images and Documents.
- Authors
MacDonald, Margaret; Sánchez, Alejandra
- Abstract
A protocol for educational dialogue inspired by the conferences of Reggio Emilia, Italy and the mentor and preservice 'rounds for teachers' at Harvard Graduate School of Education (Seidel,1998) was introduced to pre-and-in-service early childhood educators. It was designed to create a forum for collaborative analysis and interpretation of pedagogical documentation. This was an attempt to inspire students toward a deeper understanding of young learners, contest narrow assumptions about children, and reframe pedagogical practices. The protocol and its subsequent "educational dialogue" affords many opportunities to contest/disrupt limited or stereo-typed perspectives through multiple readings and develop broader collective interpretations. Overall, the authors found this process furthered their students' understanding of children's ways of knowing, and as instructors, it made transparent many of the concerns, assumptions and values that pre-service and in-service educators bring to the classroom. This article discusses how this protocol was operationalized in university and college classrooms and how it may contribute to the development of more responsive teaching and learning environments. A description of its power and potential to develop educational dialogue, to provoke negotiation and to transform our taken-for-granted ideas about children's learning, as well as its limitations and challenges is offered.
- Subjects
DIALOGUE; DOCUMENTATION; TEACHING models; TEACHING methods; TRANSPARENCIES in education; TEACHER-student relationships; TEACHER-student communication
- Publication
Canadian Children, 2010, Vol 35, Issue 2, p25
- ISSN
0833-7519
- Publication type
Article