THE IMPACT OF TEACHER EDUCATION ON CHILDRENâ€™S RIGHT TO PARTICIPATE IN THEIR ON LEARNING:
AbstractThis study aims to understand the effects of two postgraduate programs in teachersâ€™ professional development, and its relationships with childrenâ€™s learning. The study investigates the impact of two postgraduate programs of University of Minho, Braga, Portugal, in the development of quality practices in early childhood education, analyzed through childrenâ€™s competence of making choices, planning their actions, and ability to take initiative. The sample of this qualitative case study includes 40 preschool teachers. The PIP Program Implementation Profile (HighScope Educational Research Foundation, 1989) was used to assess the quality of practices, and opportunities given to children to develop their ability to make choices and take initiative. The data emphasize learning pedagogy as a long process that requires learning skills of a complex nature. Highlight the interconnected relationship between teacher education, professional development and childrenâ€™s learning. Emphasize also that not all teacher education guarantees the right of children to participate actively in their own learning (Oliveira-Formosinho, 2004).
CanÃ¡rio, R. (1994). Training centers in schools: What future? In A. Amiguinho e R. CanÃ¡rio (Orgs.), School and change: The role of learning centres. (pp.13-58). Lisbon: Educa.
Cavaco, C. (2002). Learning out of school: Aprender fora da escola: Pathways in experiential training. Lisbon: Educa.
Dewey, J. (1971). Experience and Education. SÃ£o Paulo: Companhia Editora Nacional.
Edwards, C., Gandinni, L. e Forman, G. (Eds.) (1998). The hundred languages of children: The Reggio Emilia approach â€“ advanced reflections. London: Ablex Publishing.
Epstein, A (2003). How planning and reflection develop young childrenâ€™s thinking skills. Young Children, 28-36.
Freinet, C.(1973). For a school of people. Lisbon: Editorial PresenÃ§a.
High/Scope Educational Research Foundation, (1989). O Perfil de ImplementaÃ§Ã£o do Program-PIP. Ypsilanti: High/Scope Press.
Kishimoto, T (2002). Encounters and d disagreements in preschool reacher education. In M. L. Machado (Org.), Encounters and disagreems in early childhood education (pp. 107-117). SÃ£o Paulo: Cortez Editora.
Oliveira-Formosinho, J.(1998). The professional development of preschool teachers: A case study. Doctoral dissertation in Child Studies. Braga: University of Minho.
Oliveira-Formosinho, J. e Formosinho, J. (Orgs.) (2001). Child Association: a context of training in context. Braga: Minho Bookstore
Shweinhart, L. e Weikart, D. (1997). Lasting differences: The High/Scope Preschool Curriculum Comparision study through age 23. Ypsilanti: High/Scope Press.
Schweinhart, L., Montie, J., Xiang, Z., Barnett, W., Belfield, C. e Nores, M. (2005). Lifetime effets: The High/Scope Perry Preschool study through age 40. Ypsilanti: High/Scope Press.