Teaching learning and professional development in early childhood education – approaches in the school context
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Data de Publicação: | 2016 |
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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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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. reponame:Educação instname:Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS) instacron:PUC_RS |
instname_str |
Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS) |
instacron_str |
PUC_RS |
institution |
PUC_RS |
reponame_str |
Educação |
collection |
Educação |
repository.name.fl_str_mv |
Educação - Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS) |
repository.mail.fl_str_mv |
editora.periodicos@pucrs.br||reveduc@pucrs.br |
_version_ |
1799128744284127232 |