At present, research exploring educator’s understandings of displays of student work is scant yet such displays are regularly exhibited within the community spaces of early learning and elementary schools. These displays communicate messages to those within the space about teacher and student agency, curricular priorities, children and their work, and the relationship between teaching and learning. Grounded in a framework of documentality and teacher vision, this paper explores the ways in which preservice teachers (PSTs) understand teacher-cultivated, student work documentation. This research used a Photo-Elicitation Interview methodology to develop a descriptive account of PSTs' visions and understandings of teacher-cultivated, classroom documentation and displays of children's work. Findings reveal that PSTs held paradoxical views of student work documentation teetering between an appreciation of an adult-centered aesthetic disconnected from their academic and creative capacities to an expressed valuing of an agentic positioning of children in the experiences of the classroom.

目前，探索教育工作者对学生作品展示的理解的研究很少，但此类展示经常在早期学习和小学的社区空间展出。这些展品向空间内的人传达了有关教师和学生能动性、课程优先事项、儿童及其工作以及教与学之间关系的信息。本文以文献性和教师愿景为基础，探讨了职前教师 （PST） 理解教师培养的学生工作文档的方式。本研究使用照片引出访谈方法对 PST 对教师培养的课堂记录和儿童作品展示的愿景和理解进行了描述性描述。研究结果表明，PST 对学生作业记录持有自相矛盾的观点，在欣赏与他们的学术和创造能力脱节的以成人为中心的审美与表达对儿童在课堂体验中的能动性定位的重视之间摇摆不定。