Early childhood teachers’ learning and professional development
Autor(a) principal: | |
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Data de Publicação: | 2017 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | http://hdl.handle.net/10400.15/1904 |
Resumo: | This investigation focuses on the construction and foundations of early childhood educators’ personal practical theories, the transformation of these theories (in the first year after the initial training period and ten years after the end of initial training), and the identification of the factors that were involved in and influenced the construction and modification of these theories – in particular, training, supervision, and professional socialization. By means of a small scale qualitative study with a longitudinal perspective, we held two semi-structured interviews with each of the four participants in two stages of the investigation and a Stimulated Recall Interview (Meijer, Zanting, & Verloop, 2002) that was based on observed and recorded video lessons in the final practice of teacher training. The study made it possible to know the contents of the teachers’ practical theories at two different stages of professional development. We can say that the training program (2002–2006) significantly influenced the beliefs and the practical knowledge of educators about how they can organize the teaching learning process of children in a pre-school context. The dimensions in which these influences were most visible were in the organization of the teaching-learning process centred on the child's learning perspective, recognizing his abilities, and giving stimuli to think, communicate, and act. These strategies have been expanded throughout the professional development period – from strategies focused on science education to various dimensions of the everyday life of children, as routines, and the organization of the educational environment (space, time, group organization) as a learning space. |
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Early childhood teachers’ learning and professional developmentpersonal practical theoriesteacher professional knowledgeearly childhood pedagogyinitial teacher educationThis investigation focuses on the construction and foundations of early childhood educators’ personal practical theories, the transformation of these theories (in the first year after the initial training period and ten years after the end of initial training), and the identification of the factors that were involved in and influenced the construction and modification of these theories – in particular, training, supervision, and professional socialization. By means of a small scale qualitative study with a longitudinal perspective, we held two semi-structured interviews with each of the four participants in two stages of the investigation and a Stimulated Recall Interview (Meijer, Zanting, & Verloop, 2002) that was based on observed and recorded video lessons in the final practice of teacher training. The study made it possible to know the contents of the teachers’ practical theories at two different stages of professional development. We can say that the training program (2002–2006) significantly influenced the beliefs and the practical knowledge of educators about how they can organize the teaching learning process of children in a pre-school context. The dimensions in which these influences were most visible were in the organization of the teaching-learning process centred on the child's learning perspective, recognizing his abilities, and giving stimuli to think, communicate, and act. These strategies have been expanded throughout the professional development period – from strategies focused on science education to various dimensions of the everyday life of children, as routines, and the organization of the educational environment (space, time, group organization) as a learning space.European Scientific Institute, ESIRepositório Científico do Instituto Politécnico de SantarémLuís, HelenaRoldão, Maria do Céu2017-09-12T18:35:43Z2017-062017-06-01T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10400.15/1904engLuís, H. & Roldão, M.C.(2017). Early childhood teachers’ learning and professional development. European Scientific Journal.June 2017/ Special Edition, pp.48-60. ISSN:1857-7881.1857- 7431info:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2024-01-21T07:32:13Zoai:repositorio.ipsantarem.pt:10400.15/1904Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-20T01:54:04.483131Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
Early childhood teachers’ learning and professional development |
title |
Early childhood teachers’ learning and professional development |
spellingShingle |
Early childhood teachers’ learning and professional development Luís, Helena personal practical theories teacher professional knowledge early childhood pedagogy initial teacher education |
title_short |
Early childhood teachers’ learning and professional development |
title_full |
Early childhood teachers’ learning and professional development |
title_fullStr |
Early childhood teachers’ learning and professional development |
title_full_unstemmed |
Early childhood teachers’ learning and professional development |
title_sort |
Early childhood teachers’ learning and professional development |
author |
Luís, Helena |
author_facet |
Luís, Helena Roldão, Maria do Céu |
author_role |
author |
author2 |
Roldão, Maria do Céu |
author2_role |
author |
dc.contributor.none.fl_str_mv |
Repositório Científico do Instituto Politécnico de Santarém |
dc.contributor.author.fl_str_mv |
Luís, Helena Roldão, Maria do Céu |
dc.subject.por.fl_str_mv |
personal practical theories teacher professional knowledge early childhood pedagogy initial teacher education |
topic |
personal practical theories teacher professional knowledge early childhood pedagogy initial teacher education |
description |
This investigation focuses on the construction and foundations of early childhood educators’ personal practical theories, the transformation of these theories (in the first year after the initial training period and ten years after the end of initial training), and the identification of the factors that were involved in and influenced the construction and modification of these theories – in particular, training, supervision, and professional socialization. By means of a small scale qualitative study with a longitudinal perspective, we held two semi-structured interviews with each of the four participants in two stages of the investigation and a Stimulated Recall Interview (Meijer, Zanting, & Verloop, 2002) that was based on observed and recorded video lessons in the final practice of teacher training. The study made it possible to know the contents of the teachers’ practical theories at two different stages of professional development. We can say that the training program (2002–2006) significantly influenced the beliefs and the practical knowledge of educators about how they can organize the teaching learning process of children in a pre-school context. The dimensions in which these influences were most visible were in the organization of the teaching-learning process centred on the child's learning perspective, recognizing his abilities, and giving stimuli to think, communicate, and act. These strategies have been expanded throughout the professional development period – from strategies focused on science education to various dimensions of the everyday life of children, as routines, and the organization of the educational environment (space, time, group organization) as a learning space. |
publishDate |
2017 |
dc.date.none.fl_str_mv |
2017-09-12T18:35:43Z 2017-06 2017-06-01T00:00:00Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://hdl.handle.net/10400.15/1904 |
url |
http://hdl.handle.net/10400.15/1904 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
Luís, H. & Roldão, M.C.(2017). Early childhood teachers’ learning and professional development. European Scientific Journal.June 2017/ Special Edition, pp.48-60. ISSN:1857-7881. 1857- 7431 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
European Scientific Institute, ESI |
publisher.none.fl_str_mv |
European Scientific Institute, ESI |
dc.source.none.fl_str_mv |
reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
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Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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RCAAP |
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RCAAP |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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1799137030459883520 |