RT Journal Article
T1 “Placing oneself on the other side”: how teachers' dispositions toward research can be constructed through pedagogical documentation. A case study in Spain.
A1 Maldonado-Ruiz, Gonzalo
A1 Soto-Gómez, Encarnación
K1 Pedagogía
K1 Profesores de enseñanza preescolar - Formación profesional
AB The following paper presents the results of a case study on the educational potentiality of pedagogical documentation as a way to construct the research disposition of preschool teachers in initial education. After an introductory reflection on the relevance of provoking the reconstruction of practical knowledge, pedagogical documentation is approached as it is proposed in Reggio Emilia preschools (Italy). This contribution presents as its fundamental findings the potentiality of pedagogical documentation as a way to enter into a dialogue with the complexity of teacher education processes. It is argued that this tool can be essential to weave research into a preschool teacher’s day-to-day action. Although participating students are initially uncomfortable using the tool, finally they end up mobilising each of the five constituent dimensions of teachers’ practical knowledge (attitudes, values, emotions, skills and knowledge).
PB Taylor & Francis
YR 2021
FD 2021-06-24
LK https://hdl.handle.net/10630/36882
UL https://hdl.handle.net/10630/36882
LA eng
NO Gonzalo Maldonado-Ruiz & Encarnación Soto Gómez (2023) “Placing oneself on the other side”: how teachers' dispositions toward research can be constructed through pedagogical documentation. A case study in Spain, Early Years, 43:2, 270-284.
NO https://openpolicyfinder.jisc.ac.uk/id/publication/5174
NO This work was supported by the Spanish Government under Grant FPU17/03577
DS RIUMA. Repositorio Institucional de la Universidad de Málaga
RD 21 ene 2026