Resumo

ARAUJO, Sara Barros. Professional learning in a practicum with toddlers: representativeness and meaning of pedagogical dimensions. Revista da FAEEBA: Educação e Contemporaneidade [online]. 2018, vol.27, n.51, pp.29-44. ISSN 0104-7043.  https://doi.org/10.21879/faeeba2358-0194.2018.v27.n51.p29-44.

The professional training/education of early childhood teachers for working in education and care contexts for children under 3s has been recognized as influential in the qualification of these services. However, the preparation of these professionals has been characterized as insufficient and/or inadequate in the face of the needs associated to the professional profile and functions. This study focuses on the preservice preparation of early childhood teachers for working with toddlers. Specifically, it intends to examine the representativeness and meaning of core pedagogical dimensions in students’ professional learning during practicum. Data from 41 practicum reports were subjected to a deductive analysis, departing from pedagogical dimensions identified in the literature. Results point to six pedagogical dimensions more representative and meaningful according to students’ discourses: experimentation of activities [proposed by the adult], observation of the child and its proximal contexts, organization of space and materials, organization of time, adult-child interaction and involvement of families. Some implications are addressed at the level of training/education processes, with a focus on practicum experiences with very young children.

Palavras-chave : Childcare; Practicum; Professional Learning; Pedagogical Dimensions.

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