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Publication
Early childhood teachers’ learning and professional development
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Authors
Advisor(s)
Abstract(s)
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.
Description
Keywords
personal practical theories teacher professional knowledge early childhood pedagogy initial teacher education
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.
Publisher
European Scientific Institute, ESI