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The professional learning of the adult-child interaction: a multi-contextual study

dc.contributor.authorNovo, Rosa
dc.date.accessioned2012-09-10T10:43:22Z
dc.date.available2012-09-10T10:43:22Z
dc.date.issued2010
dc.description.abstractAn 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).por
dc.identifier.citationNovo, Rosa (2010). The professional learning of the adult-child interaction: a multi-contextual study. In 20th annual conference European Early Childhood Education Research Association. Birminghampor
dc.identifier.urihttp://hdl.handle.net/10198/7485
dc.language.isoengpor
dc.peerreviewedyespor
dc.publisherEuropean Early Childhood Education Research Association, Centre for Research in Early Childhood (CREC)por
dc.subjectEarly child educationpor
dc.subjectSupervision trainingpor
dc.titleThe professional learning of the adult-child interaction: a multi-contextual studypor
dc.typeconference poster
dspace.entity.typePublication
oaire.citation.title20th annual conference European Early Childhood Education Research Associationpor
person.familyNameNovo
person.givenNameRosa
person.identifier.ciencia-idA71D-4A89-C56B
person.identifier.orcid0000-0001-8388-7740
rcaap.rightsopenAccesspor
rcaap.typeconferenceObjectpor
relation.isAuthorOfPublicationb7593598-b6c6-47a7-914f-ec432aa1353a
relation.isAuthorOfPublication.latestForDiscoveryb7593598-b6c6-47a7-914f-ec432aa1353a

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