| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 105.52 KB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
The aim of this poster is to understand the educational interaction of trainee-educators with reference to the
pedagogical option adopted in the supervising context An issue emerging from some research studies
stresses the understanding that interaction competences depend on long, subsequent processes of reflected
professional learning (Oiiveira-Formosinho, 2002, 2003; Pascal and Bertram, 2003). In this study, the
ecological, socio-constructivist model of supervision of final teaching practice (Oiiveira-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 (Oiiveira-Formosinho, 2005). Using the Adult Engagement Scale (Laevers, 1994 ),
our research followed an approach descriptive and interpretative in nature and the data collection process
was based on the. analysis of video-recordings, field notes, training reflective portfolio and interviews with the
trainees. Given the characteristics of the study, informed consent of the subjects was obtained and the
secrecy of their identity and the identification of places are safe. Among the conclusions draw from data, the
interactivity between the learning's of pre-school teacher trainees and the pedagogical grammar adopted in
the training context. lt should furthermore be emphasized that not all practical training is a sufficient
guarantee to a participative pedagogy. Results show the absolute need for thinking the institutional
importance given to the role of the supervisor over again and, as a consequence, to the of continuous
training offered.
Description
Keywords
Professional learning Adult-child interaction Traditional pedagogy Participative pedagogy Supervision
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)