Context Based Participatory Professional Development of Educational Teams: Educators and Assistants Learning in Companionship

Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals

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14

Foreign Countries; Early Childhood Teachers; Teacher Aides; Professional Identity; Faculty Development; Experiential Learning; Educational Quality; Young Children; Teacher Collaboration; Educational Environment; Reflective Teaching; Praxis

10.1080/1350293X.2019.1600804

1350-293X

This study presents a Context Based Participatory Professional Development path of early childhood educators and assistants in an early years centre located in Lisbon, Portugal, aiming at the contextualization of Pedagogy-in-Participation. Processes of contextual professional learning and praxis transformation are conducted and open up horizons to new children's learning and teaching practices and thus support the reconstructions of pedagogical praxis and professional identities. It asserts that a deep understanding of participatory pedagogies is reached when professionals experience participation in their professional development processes. The aim is to develop participatory professional experiential learning that inspires practitioners to develop participatory pedagogies with children. This study sits in praxeological research and documents processes and achievements on praxis transformation, highlighting the importance of assistants' participation in reconstructing educational environment and creating collaborative educational teams.

As Provided

2019

EJ1214496