Please use this identifier to cite or link to this item: http://hdl.handle.net/10400.15/1904
Title: Early childhood teachers’ learning and professional development
Author: Luís, Helena
Roldão, Maria do Céu
Keywords: personal practical theories
teacher professional knowledge
early childhood pedagogy
initial teacher education
Issue Date: Jun-2017
Publisher: European Scientific Institute, ESI
Citation: 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.
Series/Report no.: June 2017/ Special Edition;
Abstract: 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.
Peer review: yes
URI: http://hdl.handle.net/10400.15/1904
ISSN: 1857- 7431
Publisher Version: https://eujournal.org/index.php/esj/issue/view/279
Appears in Collections:Artigos em revistas internacionais_ESES

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