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Dissertation
Teacher Learning: Documentation, Collaboration, and Reflection
Dissertations and Theses
  • William A. Parnell, Portland State University
Advisor
Christine Chaille
Date of Award
1-1-2005
Document Type
Dissertation
Degree Name
Doctor of Education (Ed.D.) in Educational Leadership: Curriculum and Instruction
Department
Curriculum & Instruction
Physical Description
2, vi, 186 leaves : col. ill. ; 28 cm.
Subjects
  • Art -- Study and teaching (Early childhood) -- Italy -- Reggio Emilia,
  • Early childhood education -- Italy -- Reggio Emilia,
  • Kindergarten teachers -- Italy -- Reggio Emilia
DOI
10.15760/etd.743
Abstract
Inspired by the Municipal preprimary schools of Reggio Emilia, Italy, two art studio teachers and a researcher have explored experiences and meaning in the atelier. When studio teachers document children's thinking through digital photographs. transcribed audio tapes, quotations of a child's verbal thoughts, and copies of their work, an indescribable moment in teacher thinking interweaves with the child's learning, As teachers capture children's representations, investigate, interpret, and share their ideas with colleagues and community-an underlying question emerges. What are studio teachers' experiences o/teaching-learning in the atelier as they utilize documentation, collaboration, and reflection as a way to inform their practices? From this question, reader and researcher start a journey together into a six-month phenomenological study of studio teaching experiences. As a core member in the teaching team, the studio teacher resides in the atelier to bring teaching and learning together in a profound way, to bridge classroom experiences with representative arts, and to facilitate the community's learning about teaching-learning. The methods used to inform this study include observations, in-depth interviews, electronic journaling, description, photos, and interpretation of studio work. Overall, this study's methods inform the phenomenological research and construct an in-depth look at experiences in the artist's studio. The results of this research are retold through narratives focusing on experiences and meaning-making in the studios. Stories such as living with the cracked egg; isolation in the studio: gifts for others; rough stones polishing one another; and many others, utilize photographs to enhance meaning through picturesque artifacts. Essential themes, conclusions, and implications appear in the webbing of experiences and are explored in the final chapter. The themes include conceptual frameworks such as life eats entropy, serendipity and synergy and more. Conclusions are drawn and findings are made connecting studio experiences to participant voice, disequilibrium, listening, engaging, stepping back, and slowing time; demonstrating documentation as learning, revisiting, representation, and manageability; making meaning of collaboration as struggle, communication, and reconstruction; and reflecting back as purposeful and an act of teaching-learning. Overall, this research study exposes techniques, ideas, and wonderings from two studio teachers' and a researcher's experiences in the atelier.
Description

Portland State University. Educational Leadership and Policy

Persistent Identifier
http://archives.pdx.edu/ds/psu/9633
Citation Information
William A. Parnell. "Teacher Learning: Documentation, Collaboration, and Reflection" (2005)
Available at: http://works.bepress.com/william_parnell/4/