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|Title:||The professional learning of the adult-child interaction: a multi-contextual study|
|Keywords:||Early child education|
|Publisher:||European Early Childhood Education Research Association, Centre for Research in Early Childhood (CREC)|
|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|
|Abstract:||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).|
|Appears in Collections:||DPS - Posters em Encontros Científicos Internacionais|
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