Abstract

CARDOSO, Luciana Cristina  and  REALI, Aline Maria de Medeiros Rodrigues. Teaching learning and professional development in early childhood education - approaches in the school context. Educação. Porto Alegre [online]. 2016, vol.39, n.2, pp.220-230. ISSN 1981-2582.  https://doi.org/10.15448/1981-2582.2016.2.20243.

This work presents data from a PhD research which intervention consists on a hybrid formation environment formed by researchers, experienced teachers and in distance mode Pedagogy students. The partnership between the actors has happened in moments of online and face to face interaction when teaching and learning experiences have been proposed, implemented and evaluated. The research is based on collaborative work through the overcoming of concrete dilemmas present in the basic education teachers' routines. The data collection instruments are written narratives systematized in the virtual learning environment (VLE) and developed during the intervention-research. The analysis refers to one of the ten partnerships established within the context of Early Childhood Education suggesting that the participation in hybrid formative spaces can boost processes of learning and professional development. Among other things, the conclusion shows the fragility of a teaching area whose curriculum is established by means of references and guidelines.

Keywords : Teacher Training; Early Childhood Education; Hybrid Education; Third Spac.

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