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

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.