Supporting the professional growth of educators through video analysis: A research conducted in Trento’s preschools
DOI:
https://doi.org/10.7346/-fei-XX-03-22_17Keywords:
Video analysis, In-service training, Observational skills, Reflexivity, Inclusive educational settingsAbstract
In this paper we will present a two-year training project, conducted in two kindergartens in the province of Trento, in which video-analysis was used as a training tool aimed at supporting and accompanying the professional growth of educators. In order to support an intentional and conscious process of didactic innovation, the training set out to work on the development of observational and reflective skills that would enable the educators to maintain a continuous dialogue between the pedagogical theories and daily educational practices. Through the analysis of video-frames depicting children's learning experiences, it is possible to reflect not only on “what” educators propose to children but especially on “how” they do it, in order to understand what relational and communicative ways of negotiating and co-constructing, together with children, the delicate balance between support and autonomy and between care and education.
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