Barros Araújo, Sara2018-11-262018-11-262015http://hdl.handle.net/10400.22/12278This 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.engEvaluation and development of qualityEffective Early Learning ProgrammeParticipatory frameworksProfessional developmentjournal article10.1080/09575146.2014.995599