Professional development within theEffective Early Learning Programme: a contribution to a participatory and context-sensitive approach to ECEC evaluation
Artigo Científico
This paper aims to describe and analyse a case study on professional development
that was centred on the Effective Early Learning (EEL) Programme. This
process was a part of a larger dissemination project of the EEL programme
nationwide, designed to train specialised facilitators at a local level who could,
in turn, support the professional development of their peers. From a theoretical
stance, it focuses on a democratic and participatory approach to the evaluation
and development of quality in ECEC contexts. The study involved the participation
of 12 pre-school teachers and a specialised trainer. Results show perceived
effects of the process of staff development on professional learning at the level
of observation skills, reflection-on-action and critical insertion. Also, the participants
recognised that experimentation in practice contexts and shared reflection
were the most meaningful and facilitative strategies in their learning.
info:eu-repo/semantics/publishedVersion
Publicação
Ano da publicação: 2015
Identificadores
ISBN: 10.1080/09575146.2014.995599