Teaching learning and professional development in early childhood education – approaches in the school context

Detalhes bibliográficos
Autor(a) principal: Cardoso, Luciana Cristina
Data de Publicação: 2016
Outros Autores: Reali, Aline Maria de Medeiros Rodrigues
Tipo de documento: Artigo
Idioma: por
Título da fonte: Educação
Texto Completo: https://revistaseletronicas.pucrs.br/ojs/index.php/faced/article/view/20243
Resumo: This work presents data from a PhD research which intervention consists on a hybrid formation environment formed by researchers, experienced teachers and in distance mode Pedagogy students. The partnership between the actors has happened in moments of online and face to face interaction when teaching and learning experiences have been proposed, implemented and evaluated. The research is based on collaborative work through the overcoming of concrete dilemmas present in the basic education teachers’ routines. The data collection instruments are written narratives systematized in the virtual learning environment (VLE) and developed during the intervention-research. The analysis refers to one of the ten partnerships established within the context of Early Childhood Education suggesting that the participation in hybrid formative spaces can boost processes of learning and professional development. Among other things, the conclusion shows the fragility of a teaching area whose curriculum is established by means of references and guidelines.
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spelling Teaching learning and professional development in early childhood education – approaches in the school contextAprendizaje de la docencia y desarrollo profesional en la Educación Infantil – aproximaciones en el contexto escolarAprendizagem da docência e desenvolvimento profissional na Educação Infantil – aproximações no contexto escolarTeacher training. Early Childhood Education. Hybrid education. Third Space.Formación de profesores. Educación Infantil. Educación híbrida. Tercer espacio.Formação de professores. Educação Infantil. Educação híbrida. Terceiro espaço.This work presents data from a PhD research which intervention consists on a hybrid formation environment formed by researchers, experienced teachers and in distance mode Pedagogy students. The partnership between the actors has happened in moments of online and face to face interaction when teaching and learning experiences have been proposed, implemented and evaluated. The research is based on collaborative work through the overcoming of concrete dilemmas present in the basic education teachers’ routines. The data collection instruments are written narratives systematized in the virtual learning environment (VLE) and developed during the intervention-research. The analysis refers to one of the ten partnerships established within the context of Early Childhood Education suggesting that the participation in hybrid formative spaces can boost processes of learning and professional development. Among other things, the conclusion shows the fragility of a teaching area whose curriculum is established by means of references and guidelines.Se presentan análisis de una tesis doctoral, cuya intervención se constituye como un entorno de formación híbrido, involucrando a investigadores, profesoras con experiencia y estudiantes de pedagogía en la modalidad de enseñanza a distancia. La compañía entre los actores sucedió en momentos de interacción en línea y presencial, en las cuales fueron propuestas, implementadas y evaluadas “experiencias de enseñanza y aprendizaje”. La investigación se basa en el trabajo colaborativo, teniendo en cuenta la superación de dilemas presentes en el cotidiano del trabajo docente. Los instrumentos de colectas de datos son las narrativas escritas sistematizadas en la comunidad virtual de aprendizaje, desarrollada en ocasión de la investigación-intervención. Los análisis se refieren a una de las diez aparcerías establecidas – ubicada en el contexto de la Educación Infantil – y sugieren que la interacción en espacios híbridos de formación puede incentivar procesos de aprendizaje y desarrollo profesional. De entre las conclusiones, está la fragilidad de un área de enseñanza (Educación Infantil), cuyo currículo se establece por medio de referenciales y directrices.Apresentam-se análises de uma pesquisa de doutorado, cuja intervenção constitui-se em um ambiente de formação híbrido, envolvendo pesquisadores, professoras experientes e estudantes de pedagogia na modalidade a distância. A parceria entre os atores se deu em momentos de interação online e presencial, nos quais foram propostas, implementadas e avaliadas “experiências de ensino e aprendizagem”. A pesquisa se pauta no trabalho colaborativo, tendo em vista a superação de dilemas presentes no cotidiano da atividade docente. Os instrumentos de coletas de dados são as narrativas escritas sistematizadas no ambiente virtual de aprendizagem (AVA), desenvolvido por ocasião da pesquisa-intervenção. As análises referem-se a uma das 10 parcerias estabelecidas – situadas no contexto da Educação Infantil – e sugerem que a interação em espaços híbridos pode alavancar processos de aprendizagem e desenvolvimento profissional. Dentre as conclusões, está a fragilidade de uma área de ensino (Educação Infantil), cujo currículo se estabelece por meio de referenciais e diretrizes.Editora da PUCRS - ediPUCRS2016-09-09info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionConstrutivo-colaborativoapplication/pdfhttps://revistaseletronicas.pucrs.br/ojs/index.php/faced/article/view/2024310.15448/1981-2582.2016.2.20243Educação; Vol. 39 No. 2 (2016); 220-230Educação; Vol. 39 Núm. 2 (2016); 220-230Educação; v. 39 n. 2 (2016); 220-2301981-25820101-465X10.15448/1981-2582.2016.2.reponame:Educaçãoinstname:Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)instacron:PUC_RSporhttps://revistaseletronicas.pucrs.br/ojs/index.php/faced/article/view/20243/14814Copyright (c) 2016 Educaçãoinfo:eu-repo/semantics/openAccessCardoso, Luciana CristinaReali, Aline Maria de Medeiros Rodrigues2016-09-16T19:20:58Zoai:ojs.revistaseletronicas.pucrs.br:article/20243Revistahttps://revistaseletronicas.pucrs.br/ojs/index.php/faced/indexONGhttps://revistaseletronicas.pucrs.br/ojs/index.php/faced/oaieditora.periodicos@pucrs.br||reveduc@pucrs.br1981-25820101-465Xopendoar:2016-09-16T19:20:58Educação - Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)false
dc.title.none.fl_str_mv Teaching learning and professional development in early childhood education – approaches in the school context
Aprendizaje de la docencia y desarrollo profesional en la Educación Infantil – aproximaciones en el contexto escolar
Aprendizagem da docência e desenvolvimento profissional na Educação Infantil – aproximações no contexto escolar
title Teaching learning and professional development in early childhood education – approaches in the school context
spellingShingle Teaching learning and professional development in early childhood education – approaches in the school context
Cardoso, Luciana Cristina
Teacher training. Early Childhood Education. Hybrid education. Third Space.
Formación de profesores. Educación Infantil. Educación híbrida. Tercer espacio.
Formação de professores. Educação Infantil. Educação híbrida. Terceiro espaço.
title_short Teaching learning and professional development in early childhood education – approaches in the school context
title_full Teaching learning and professional development in early childhood education – approaches in the school context
title_fullStr Teaching learning and professional development in early childhood education – approaches in the school context
title_full_unstemmed Teaching learning and professional development in early childhood education – approaches in the school context
title_sort Teaching learning and professional development in early childhood education – approaches in the school context
author Cardoso, Luciana Cristina
author_facet Cardoso, Luciana Cristina
Reali, Aline Maria de Medeiros Rodrigues
author_role author
author2 Reali, Aline Maria de Medeiros Rodrigues
author2_role author
dc.contributor.author.fl_str_mv Cardoso, Luciana Cristina
Reali, Aline Maria de Medeiros Rodrigues
dc.subject.por.fl_str_mv Teacher training. Early Childhood Education. Hybrid education. Third Space.
Formación de profesores. Educación Infantil. Educación híbrida. Tercer espacio.
Formação de professores. Educação Infantil. Educação híbrida. Terceiro espaço.
topic Teacher training. Early Childhood Education. Hybrid education. Third Space.
Formación de profesores. Educación Infantil. Educación híbrida. Tercer espacio.
Formação de professores. Educação Infantil. Educação híbrida. Terceiro espaço.
description This work presents data from a PhD research which intervention consists on a hybrid formation environment formed by researchers, experienced teachers and in distance mode Pedagogy students. The partnership between the actors has happened in moments of online and face to face interaction when teaching and learning experiences have been proposed, implemented and evaluated. The research is based on collaborative work through the overcoming of concrete dilemmas present in the basic education teachers’ routines. The data collection instruments are written narratives systematized in the virtual learning environment (VLE) and developed during the intervention-research. The analysis refers to one of the ten partnerships established within the context of Early Childhood Education suggesting that the participation in hybrid formative spaces can boost processes of learning and professional development. Among other things, the conclusion shows the fragility of a teaching area whose curriculum is established by means of references and guidelines.
publishDate 2016
dc.date.none.fl_str_mv 2016-09-09
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Construtivo-colaborativo
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://revistaseletronicas.pucrs.br/ojs/index.php/faced/article/view/20243
10.15448/1981-2582.2016.2.20243
url https://revistaseletronicas.pucrs.br/ojs/index.php/faced/article/view/20243
identifier_str_mv 10.15448/1981-2582.2016.2.20243
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://revistaseletronicas.pucrs.br/ojs/index.php/faced/article/view/20243/14814
dc.rights.driver.fl_str_mv Copyright (c) 2016 Educação
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2016 Educação
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Editora da PUCRS - ediPUCRS
publisher.none.fl_str_mv Editora da PUCRS - ediPUCRS
dc.source.none.fl_str_mv Educação; Vol. 39 No. 2 (2016); 220-230
Educação; Vol. 39 Núm. 2 (2016); 220-230
Educação; v. 39 n. 2 (2016); 220-230
1981-2582
0101-465X
10.15448/1981-2582.2016.2.
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instname_str Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)
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reponame_str Educação
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repository.name.fl_str_mv Educação - Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)
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