Abstract

PINAZZA, Mônica Appezzato. Leadership of the educational context in change. Revista da FAEEBA: Educação e Contemporaneidade [online]. 2018, vol.27, n.51, pp.85-103. ISSN 0104-7043.  https://doi.org/10.21879/faeeba2358-0194.2018.v27.n51.p85-103.

Continued teacher training in integrated contexts represented the action and the object of research into action-investigation in a public early childhood education centre in São Paulo municipality. The teacher training programme, which consists of an inquiry into practice, centred on actions supervised by a formal leadership (the principal and pedagogical coordinator) with the support of researcher and adopted the Pedagogy in Participation approach. The aim of the research was to identify the individual and collective actions of the principal and pedagogic coordinator, leadership style and the sort of engagement that they both had while training. A content analysis approach of interviews and testimonials of thirteen teachers, the principal, and three school supervisors was carried out. The research highlighted the fundamental role of the formal leadership in terms of the promotion and support of related actions in the learning environment. There was an establishment of shared practices between the principal and the pedagogic coordinators based on the alignment of their mutual principles, beliefs and values.

Keywords : Leadership; Context-Based Teacher Education; Early Childhood Education; Supervision of Practices; Organizational Development.

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