Making Transformations: Teacher Educators' Collaborative Self-Study Using the Reggio Emilia Approach

• In Event: Sheraton Roundtable Session 19
  In Roundtable Session: Self-Study and Early Childhood Literacy

Abstract

This collaborative self-study sought to describe our teacher education practices with implications from the Reggio Emilia approach. The Reggio Emilia approach is an innovative educational approach originated in an Italian city called Reggio Emilia. Emphasizing children’s citizenry participation, pedagogy of listening, rich learning environments respecting diverse ways of learning, and documentation practice as a form of democracy, this approach has provoked transformational efforts among teacher educators. We looked into what we value in terms of the Reggio Emilia approach and what efforts we are currently making to improve our teacher education practices. We excerpt three foci of our transformational efforts: discursive culture, school-teacher education partnership, quality learning environments. We are constructing our future-driven self-study practice utilizing the Reggio-inspired approach framework.

Authors

• Allison Pattee, University of Northern Iowa

• Sohyun Meacham, University of Northern Iowa

• Shuaib James Meacham, University of Northern Iowa

• Bo Sun Kim, Capilanou University