Loading...
Publication
The professional learning of the adult-child interaction: a multi-contextual study
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 1.01 MB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
An issue emerging from some research studies stresses the understanding that interaction competences depend on long, subsequent processes of reflected professional learning (Oliveira-Formosinho, 2003; Pascal e Bertram, 2003). In this study, the ecological, socio-constructivist model of supervision of final teaching practice (Oliveira-Formosinho, 2002) becomes of fundamental relevance because of its assumed need to consider child pedagogy as substantive to the construction of a new vision on practical training and on a new meaning of pedagogical supervision considered as adjectival (Oliveira-Formosinho, 2005).
Description
Keywords
Early child education Supervision training
Citation
Novo, Rosa (2010). The professional learning of the adult-child interaction: a multi-contextual study. In 20th annual conference European Early Childhood Education Research Association. Birmingham
Publisher
European Early Childhood Education Research Association, Centre for Research in Early Childhood (CREC)