Documenting your teaching allows you to not disperse the fragments of your own educational practice, but, on the contrary, it allows you to reflect and record, through a constant work of conceptualization and of personal experience transcription. This implies the use of specific models of writing (or rewriting), specific linguistic- communicative tools, (digital and non digital) technologies and, above all, a specialized terminology made of "the words of acted-teaching". In this context, it is possible to collocate the educational experience conducted during the Academic Year 2013/2014 at the Faculty of Education, University of Palermo, which involved students of the fourth year of the degree course in Primary Education who attended the lectures of Teaching Methodology for Primary and Infant School. The experience of recognition and reorganization of documentary and educational practices has covered the timing of the entire course and was divided into 3 phases: a) the first part of the lecture was focused on the observation of the students’ documentary approach to their school training work; b) the second phase has provided a more detailed collection of data, pertaining to writing strategies, methodologies and terminology in their possession, through multiple-choice tests, focus groups, textual analysis of logbooks; c) the third phase has focused on the deconstruction of the false construct and on the subsequent construction of a draft experimental model of documentation of teaching.
Compagno, G. (2014). A SPECIALIZED TERMINOLOGY TO DOCUMENT THE TEACHING. In EDULEARN 6th International Conference on Education and Learning Technologies (pp.4753-4760). Barcelona : L. Gómez Chova, A. López Martínez, I. Candel Torres.
A SPECIALIZED TERMINOLOGY TO DOCUMENT THE TEACHING
COMPAGNO, Giuseppa
2014-01-01
Abstract
Documenting your teaching allows you to not disperse the fragments of your own educational practice, but, on the contrary, it allows you to reflect and record, through a constant work of conceptualization and of personal experience transcription. This implies the use of specific models of writing (or rewriting), specific linguistic- communicative tools, (digital and non digital) technologies and, above all, a specialized terminology made of "the words of acted-teaching". In this context, it is possible to collocate the educational experience conducted during the Academic Year 2013/2014 at the Faculty of Education, University of Palermo, which involved students of the fourth year of the degree course in Primary Education who attended the lectures of Teaching Methodology for Primary and Infant School. The experience of recognition and reorganization of documentary and educational practices has covered the timing of the entire course and was divided into 3 phases: a) the first part of the lecture was focused on the observation of the students’ documentary approach to their school training work; b) the second phase has provided a more detailed collection of data, pertaining to writing strategies, methodologies and terminology in their possession, through multiple-choice tests, focus groups, textual analysis of logbooks; c) the third phase has focused on the deconstruction of the false construct and on the subsequent construction of a draft experimental model of documentation of teaching.
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