Da formação escolar à formação em contexto : um percurso de inovação para a reconstrução da pedagogia da infância

Tese de doutoramento em Estudos da Criança.Este estudo visa compreender o impacto da formação no desenvolvimento profissional das educadoras e na qualidade das práticas na educação de infância. Para cumprir este objectivo avaliam-se dois cursos de formação especializada do ex-CEFOPE e do IEC da Universidade do Minho, procurando identificar os paradignas de formação subjacentes e compreender a sua relação com o desenvolvimento profissional das educadoras e com as aprendizagens das crianças. Esta problemática assume grande relevância, sabendo que a investigação salienta que só as práticas de educação de infância de qualidade têm impacto duradouro na vida presente e futura da criança (Schweinhart e Weikart, 1997; Schweinhart, Montie, Xiang, Barnett, Belfield e Nores, 2005). A presente investigação insere-se no âmbito da formação contínua especializada e contínua especializada em contexto. Os dois cursos estudados são cursos de formação especializada (CESES), situando-se um destes cursos no âmbito da formação em contexto (Formosinho, 1995). O estudo de caso desta investigação, de natureza qualitativa e avaliativa, permitiu construir conhecimento em torno dos contributos de dois paradigmas de formação de educadoras para a construção de práticas de qualidade na educação de infância e para as aprendizagens das crianças. A análise e interpretação dos dados, permitiu identificar o impacto da formação especializada na qualidade dos contextos educacionais, avaliada através de duas dimensões pedagógicas – o tempo e as interacções educativas. Permitiu, ainda, compreender a relação da qualidade do contexto educacional na educação de infância com as aprendizagens das crianças. Os dados permitem extrair algumas conclusões. Salientam a aprendizagem da pedagogia como um processo longo que requer a aprendizagem de competências de natureza complexa. Salientam a interactividade entre a formação de educadoras, o desenvolvimento profissional e a aprendizagem das crianças. Salientam, ainda, que nem toda a formação de professores garante o direito das crianças a aprender Oliveira-Formosinho, 2004).This study aims to understand the impact of in-service teacher training in preschool teacher’s professional development and in the quality of early childhood practices. In order to fulfil this target two specialised training courses from the ex-CEFOP and the actual IEC, from the University of Minho are evaluated, trying to identify the underlying paradigms of teacher training and to understand the relation between preschool teacher professional development and children’s learning. This question acquires a great relevance, once we know that research enhances that only quality childhood practices can have long lasting effects on the present and future children’s life (Schweinhart and Weikart,19997; Sweinhart, Montie, Xiang, Barnett, Belfield and Nores, 2005). This research studies two specialised courses. Both courses are in-service specialised courses (called - CESES) but with different characteristics, one is context based training and the other one is a traditional one. (Formosinho, 1995) This is a qualitative and assessment case study, which allowed the construction of knowledge around the contributes of two teacher training paradigms and their impact on the construction of quality practices in early childhood education and in children’s learning. The data analysis and interpretation allowed the identification of the impact of both specialised training researched on the quality of preschool educational contexts, which were evaluated through two pedagogical dimensions- time and interactions. It, still allowed, to understand the relation between quality practices in early childhood education and children’s learning. The data alowed some conclusions. Hilihgts that pedagogy apprenticeship is a long running process which requires the learning of complex nature skills. Hilihgts the interactivity between pre-school teachers training, professional development and children’s learning. Also hilihgts that, not all kind of teachers training is a guarantee for children’s learning

Inside the practicum: crossing the visions of the actors

The roles and responsibilities of preschool teachers require a broad range of skills that include promoting child development, being sensitive and responsive to individual needs, working collaboratively with families and communities, and negotiating unexpected and challenging situations. The understanding of the practical training component is that of experiential learning supervised and reflected in real working context, in the case under study, at infants and toddlers and preschool classrooms. The supervision of practicum is understood as one of the most critical components of the formation of childhood educators. The main goal of this study is to understand the perceptions of the three actors of practicum: student teachers; university supervisors and cooperative teachers. From this main goal the following objectives emerged: (i) to know the models of supervision adopted by university supervisors and cooperative teachers; (ii) to identify supervision strategies adopted by the university supervisor and the cooperative teacher that promote student teachers professional development; (iii) to identify the critical factors that promote or hinder student teachers success; (iv) to know the needs of other conditions and/or resources at the supervisory level. The study is part of the interpretation paradigm, using for this reason a qualitative method. Data was collected through semi-structured interviews to 15 cooperative teachers, 15 university supervisors and 30 student teachers of preschool master programmes. A content analysis approach was used to analyse the data. To ensure confidentiality no information is disclosed without participants' consent and the interviews were transcribed and send to the participants for a final revision.The results reveal the key role of interactions and relations between student teachers and cooperative teachers and student teachers and university supervisors for the success at practicum, the importance of interconnecting theory and practice, reflection has a crucial role for student teacher’s professional development, the need for more training in supervision for cooperative teachers and university supervisors.National Funds through the FCT (Foundation for Science and Technology) and co-financed by European Regional Development Funds (FEDER) through the Competitiveness and Internationalization Operational Program (POCI) with the reference POCI-01-0145-FEDER-007562info:eu-repo/semantics/acceptedVersio

Emerging as early childhood teacher: critical challenges

This study aims to understand the experiences of beginning early childhood teachers as they transition roles from student to first-year teacher. Research has shown that are major areas of concern for novice teachers: relationships, knowledge of the curriculum, evaluation and grading, issues in autonomy and control, and workload and time management. Research also has identified a troubling support gap for new teachers during their first critical years in the job. Fifteen early childhood teachers in their first year of teaching were interviewed for this case study research. data were submitted to content analyse process which allowed identifying major themes, namely: initial expectations and feelings; problems and difficulties; types of support; achievements; critical moments; perceived changes. The data highlight the need to reflect on early childhood teacher education. The emphasis should be on how to help teachers to construct professional understanding from field-based experiences.CIEC – Research Centre on Child Studies, IE, UMinho (FCT R&D unit 317), Portugal; National Funds through the FCT (Foundation for Science and Technology) and co-financed by European Regional Development Funds (FEDER) through the Competitiveness and Internationalization Operational Program (POCI) with the reference POCI-01-0145-FEDER-007562info:eu-repo/semantics/publishedVersio

How different are parents and educators? A comparative study of interactive differences between parents and educators in a collaborative adult-child activity

Data are available from the Tandem Portuguese Studies (including "How different are parents and educators? A comparative study of interactive differences between parents and educators in a collaborative adult-child activity") is available APA URL (https://osf.io/r9j4k/?view_only=baf7c703cdaa4ae8b64ad055b8fb1770).Involving children in collaborative tasks supports their cognitive, motor and social development. This study, performed in Portugal, aims to describe and compare early childhood educators and parents regarding their collaborative and interactive behavior when working with children. For that purpose, 55 educators (of both genders) with a child from their class and 45 parents (of both genders) with their children, participated in an everyday-like quasi-experimental situation for 20 minutes. The participants were invited to build an object of their choice, using a range of available materials and tools. The children included 47 boys and 48 girls, between 3 and 5 year-old. In comparison with the parents, the educators encouraged the children more to explore and find their own solutions. Conversely, the parents helped their children by offering demonstrations and directions. When the educators and the parents were grouped by gender ("men" versus "women"), different opportunities were offered to boys and girls by male and female adults. Our study suggests that educators and parents serve as diverse, but complementary educational role models and provide different learning opportunities.The first author was funded by Fundacao para a Ciencia e a Tecnologia (PTDC/MHC-PED/1424/2014). This research was funded by CIED/ESELX and Anual para Projetos de Investigacao, Desenvolvimento, Inovacao e Criacao Artistica do IPL-2016.The first author was funded by Fundacao para a Ciencia e a Tecnologia (PTDC/MHC-PED/1424/2014). This research was funded by CIED/ESELX and Anual para Projetos de Investigacao, Desenvolvimento, Inovacao e Criacao Artistica do IPL-2016 & 2018. We gratefully acknowledge the Holger Brandres and Markus Andrae guidance in starting this project. This paper is dedicated to all Portuguese Tandem team http://tandemforfour.weebly.com/sobrenoacutes.htmlFinancial Support by CIEC (Research Centre on Child Studies, IE, UMinho; FCT R&D unit 317, Portugal) by the Strategic Project UID/CED/00317/2013, with financial support of National Funds through the FCT (Foundation for Science and Technology) and co-financed by European Regional Development Funds (FEDER) through the COMPETE 2020 - Competitiveness and Internationalization Operational Program (POCI) with the reference POCI-01-0145-FEDER-00756