Critical reflection, identity, interaction : Italian and Belgian experiences in building democracy through pedagogical documentation
- Author
- Nima Sharmahd and Jan Peeters (UGent)
- Organization
- Abstract
- A competent system has to link staff’s initial good education to the possibility of constantly reflecting on ideas and practices (Vandenbroeck, Urban & Peeters, 2016). Therefore, we cannot look at quality just in terms of ‘fixed standards’, but we should recognize in the concept of quality the same complexity that lives in our society. Quality cannot be seen as something that is achieved or not, but as an on-going contextualized process made by negotiation (Dahlberg, Moss & Pence, 2007), and ECEC practitioners become researchers of daily life (Bove, 2009; Mortari, 2007). Co-reflection is nowadays one of the key elements to guarantee quality improvement in this sector. Pedagogical documentation can have a great role in this discourse, since its identity is based on the meeting of different perspectives that enrich each other in a democratic way. This chapter will focus on this matter, underlying how the link between pedagogical documentation and negotiation has been developed in some Italian (Centre-North) and Belgian (Flemish Community) experiences that share the same philosophy.
- Keywords
- continuous professional development in early childhood education and care, pedagogic documentation in ECEC, active learning
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Citation
Please use this url to cite or link to this publication: http://hdl.handle.net/1854/LU-8653378
- MLA
- Sharmahd, Nima, and Jan Peeters. “Critical Reflection, Identity, Interaction : Italian and Belgian Experiences in Building Democracy through Pedagogical Documentation.” Understanding Pedagogic Documentation in Early Childhood Education : Revealing and Reflecting on High Quality Learning and Teaching, edited by Joao Formosinho and Jan Peeters, Routledge, 2019, pp. 52–66, doi:10.4324/9780429030055-4.
- APA
- Sharmahd, N., & Peeters, J. (2019). Critical reflection, identity, interaction : Italian and Belgian experiences in building democracy through pedagogical documentation. In J. Formosinho & J. Peeters (Eds.), Understanding pedagogic documentation in early childhood education : revealing and reflecting on high quality learning and teaching (pp. 52–66). https://doi.org/10.4324/9780429030055-4
- Chicago author-date
- Sharmahd, Nima, and Jan Peeters. 2019. “Critical Reflection, Identity, Interaction : Italian and Belgian Experiences in Building Democracy through Pedagogical Documentation.” In Understanding Pedagogic Documentation in Early Childhood Education : Revealing and Reflecting on High Quality Learning and Teaching, edited by Joao Formosinho and Jan Peeters, 52–66. London New York: Routledge. https://doi.org/10.4324/9780429030055-4.
- Chicago author-date (all authors)
- Sharmahd, Nima, and Jan Peeters. 2019. “Critical Reflection, Identity, Interaction : Italian and Belgian Experiences in Building Democracy through Pedagogical Documentation.” In Understanding Pedagogic Documentation in Early Childhood Education : Revealing and Reflecting on High Quality Learning and Teaching, ed by. Joao Formosinho and Jan Peeters, 52–66. London New York: Routledge. doi:10.4324/9780429030055-4.
- Vancouver
- 1.Sharmahd N, Peeters J. Critical reflection, identity, interaction : Italian and Belgian experiences in building democracy through pedagogical documentation. In: Formosinho J, Peeters J, editors. Understanding pedagogic documentation in early childhood education : revealing and reflecting on high quality learning and teaching. London New York: Routledge; 2019. p. 52–66.
- IEEE
- [1]N. Sharmahd and J. Peeters, “Critical reflection, identity, interaction : Italian and Belgian experiences in building democracy through pedagogical documentation,” in Understanding pedagogic documentation in early childhood education : revealing and reflecting on high quality learning and teaching, J. Formosinho and J. Peeters, Eds. London New York: Routledge, 2019, pp. 52–66.
@incollection{8653378,
abstract = {{A competent system has to link staff’s
initial good education to the possibility of constantly reflecting on ideas and practices
(Vandenbroeck, Urban & Peeters, 2016). Therefore, we cannot look at quality just in
terms of ‘fixed standards’, but we should recognize in the concept of quality the same
complexity that lives in our society. Quality cannot be seen as something that is
achieved or not, but as an on-going contextualized process made by negotiation (Dahlberg,
Moss & Pence, 2007), and ECEC practitioners become
researchers of daily life (Bove, 2009; Mortari, 2007). Co-reflection is nowadays one of
the key elements to guarantee quality improvement in this sector.
Pedagogical documentation can have a great role in this discourse, since its identity is
based on the meeting of different perspectives that enrich each other in a democratic
way. This chapter will focus on this matter, underlying how the link between pedagogical
documentation and negotiation has been developed in some Italian (Centre-North)
and Belgian (Flemish Community) experiences that share the same philosophy.}},
author = {{Sharmahd, Nima and Peeters, Jan}},
booktitle = {{Understanding pedagogic documentation in early childhood education : revealing and reflecting on high quality learning and teaching}},
editor = {{Formosinho, Joao and Peeters, Jan}},
isbn = {{9780367140779}},
keywords = {{continuous professional development in early childhood education and care,pedagogic documentation in ECEC,active learning}},
language = {{eng}},
pages = {{52--66}},
publisher = {{Routledge}},
series = {{Towards an Ethical Praxis in Early Childhood}},
title = {{Critical reflection, identity, interaction : Italian and Belgian experiences in building democracy through pedagogical documentation}},
url = {{http://doi.org/10.4324/9780429030055-4}},
year = {{2019}},
}
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