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Orientador(es)
Resumo(s)
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.
Descrição
Palavras-chave
Evaluation and development of quality Effective Early Learning Programme Participatory frameworks Professional development
Contexto Educativo
Citação
Editora
Taylor & Francis