Making learning visible in kindergarten classrooms: Pedagogical documentation as a formative assessment technique

被引：54

作者：

Buldu, Mehmet ^{[1
]}

机构：

[1] United Arab Emirates Univ, Fac Educ, Dept Curriculum & Instruct, Al Ain, U Arab Emirates

来源：

TEACHING AND TEACHER EDUCATION | 2010年 / 26卷 / 07期

关键词：

Pedagogical documentation; Formative assessment; Diversity; Kindergarten; United Arab Emirates;

D O I：

10.1016/j.tate.2010.05.003

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This study investigated interactions between pedagogical documentation-a formative assessment technique and instructional intervention designed to increase student learning by recording children's experiences-and kindergarten children, families and teachers in the UAE. The study sample comprised six teachers in six kindergarten classrooms, 141 kindergarten children and 67 parents The major data-gathering techniques were participant observation, semi-structured individual interviews, focus group interviews and parent questionnaire. The results revealed that pedagogical documentation has the potential to improve children's learning, contribute to teachers' awareness of learning processes and help parents gain a better understanding of learning processes in their children's education (C) 2010 Elsevier Ltd All rights reserved

引用

页码：1439 / 1449

页数：11