A carregar...
Publicação
The professional learning of the adult-child interaction: a multi-contextual study
| Nome: | Descrição: | Tamanho: | Formato: | |
|---|---|---|---|---|
| 1.01 MB | Adobe PDF |
Autores
Orientador(es)
Resumo(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).
Descrição
Palavras-chave
Early child education Supervision training
Contexto Educativo
Citação
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
Editora
European Early Childhood Education Research Association, Centre for Research in Early Childhood (CREC)