enlarged contexts of learning in pre- primary education for teachers’ professional development...
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Enlarged contexts of learning in pre-primary education for
teachers’ professional developmentLearning in informal contexts to promove learnfare
perspective
Chiara UrbaniAcademic Year 2013/2014
Phd in Science of Cognition and EducationUniversity Ca’ Foscari
Venice
The european framework of Pre-school education-1
2 European models(OCSE-Eurydice, 2009)
Integrated
Disjointed
European policy to improvement for education and training
systems( Smart,sustainable and inclusive growth,
COM 2020)
Youth on the move: •At Ue level: “promote the recognition of non-formal and informal learning”
•At National level: Promote: “...efficient investment in education and training systems at all levels (pre-school to tertiary)” and “... improve
educational outcomes, addressing each segment (pre-school, primary, secondary, vocational and tertiary) within an integrated approach,
encompassing key competences and aiming at reducing early school leaving;
European Training 2020: “…LLL [...] is designed to cover learning in all contexts — whether formal, non-formal or informal — and at all levels: from early childhood education
and schools through to higher education, vocational education and training and adult learning”
“... Educational disadvantage should be addressed by providing high quality early childhood education and targeted support, and by promoting inclusive education” [Council conclusions of 12 May 2009 on a strategic framework for
European cooperation in education and training ( ET 2020 )
Early childhoodeducation services
(child care)
Pre-primary school(early education)
The european framework of Pre-school education-2
0-3 year-olds 4 year-olds 3-6 year-olds
Average in OCSE
Average in Italy
Fig.1. Enrolment of 0-3 year-olds in child care Fig.2. Enrolment of 4 year-olds in early education Fig.3. Enrolment of 3-6 year-olds in early education
Head start (HS) USA 1965
Early years evaluation (EYE) Canada 1971
casda
Status and pedagogical task of preschool to be strengthenedSweden 2011
A strategy for smart, sustainable and inclusive growth
Europe COM (2010a) 2020
Early Childhood Education and Care in Europe: Tackling Social and Cultural Inequalities
OCSE-Eurydice 2009
Il lavoro educativo con la prima infanzia. Tra progetto pedagogico e scelte organizzative
Università Milano-Bicocca 2008
I servizi educativi per la prima infanzia a carattere innovativo
IRER Lombardia 2004
The child care transition; A league table of early childhood education and care in economically
advanced countiriesReport card UNICEF 2008
fromexperiences
in WELFARE STATEsetting
...to most recent policies:What’s the actual
perspective?
New frontiers emerging from policiesPolicies do not determine the behavior
• SOCIAL
point of view
• EDUCATIVE point of view
Prevention of discomfort and socio-cultural disadvantage: pre-school education as insurance for life? (Head Start, 1965-2005; Carolina Abecedarian Project, 1972, Perry Pre-school Project, 1962-2006; Effective Provision of Pre-school Education, 2003, OCSE- Starting Strong II, 2006; OCSE-Eurydice, 2009;)
Conciliation female employment/ maternal role: reduce public spending and encourage the work re-integration? (Unicef Report card, 2008; OCSE-Eurydice, 2009;)
Enhancing school learning prerequisites: to facilitate the transition from child to pupil? (OCSE 2006-2009; G.S. Becker, Human capital, 1964)
The benefits of early socialization: the “wrong myth” (OCSE, 2006-2009)
Qualification of educational relationship (UNICEF Report Card 8, 2008)
BUT:Contradictory results on
the long term effects (Unicef Report card,
2008)
BUT:No evidence of actual
correlation (OCSE-Eurydice,
2009, Pfau-Effinger, 2010)
BUT:The response of the
Neurosciences (Harvard
Research,2007; National Research
Council, Washington D.C., 2000, 2001)
BUT:Different needs...
individualized respons(IRER Piemonte, 2004)
BUT:Too many variables (Unicef Report card,
2008)
Releasing personal dimension with its
employability translation
The personalization of welfare: Transition to flexibile and innovative
systems of learnfare(Margiotta, 2012)
Sen,1999; Nussbaum, 2011
Umanizing re-foundation:The individual Agency
(Costa, 2011, 2012)
Development (personal and professional) as like...
“...personal freedom to choose the life that give value”
Critical issues
How?
Trought integrated relationships emerging from enlarged contexts of learning: social (parental and intergenerational) interacting
and professional (community of practice) contexts.
Life-long training and professional development of pre-school teachers
Initial – Induction - Continuing
Professional development TALIS
The italian framework
• Early childhood services educator• Pre-school teacher
Proposal for a planning of the
new profiles
Professional development in capability approach
The value over the COMPETENCE APPROACH
CAPABILITY APPROACH
• Freedom to act and freedom to... achieve (Sen, 1999)
• Capabilites and functionings (Sen, 1999; Nussbaum, 2012)
• Conversion factors
• The device of transformative reflexivity (Mezirow, 2003)
Not just...teacher’s reflexive and transformative competence
...to: support capabilities development and qualify a new participatory idea of professional teacher’s development
INNATE capacities
Entitelements
Provisions
INTERNAL capacities
COMBINED capacities
Environment factorses. education (Nussbaum, 2000)
CONVERSION factors(Social, political etc.)
Opportunities/ Conditions to build capability to realize...as
FREEDOM TO CHOOSE between DIFFERENT ALTERNATIVES(FREEDOM OF AGENCY)
No-functioningsFine functionings
Resources
Functionings of life
The research settingFind correlation between:
Teacher professional development & capability processFor a new define of pre-school educational policies
Conversion factors:
2. Institutional and regulatory framework
1.Resources framework
3. Organisational and processing framework
4. Other available resources (latent resources)
Continuing trainingInternational and professional mobility
Institutional, regulatory, contractual guaranteesContractual provisionsCareer plansProfessional recognitionNational Guidelines for the over-all pre-school education
Professional Communities of PracticeCollegialityIntra- and extra- school relational contexts (parentaland intergenerational)
Informal learning contextsNetworks (intra- and extra- curricular)Social contexts of local governance
Research question:
A new plan for teacher professional developmentlooking for value beyond the competence/skill
trought personal agencyfor capability empowerment
Hypoteses:
Objectives: aIdentify areas of competences of the professional development in
pre-school education:- Early childhood care services (child care)- Pre-school education (early education)
Mixed studies:quali-quantitative
Methods: Quantitative study
Qualitative study
• Qualitative semi-structured interview
To realize a continuing professional development pilottrought capability process
based on the integration of enlarged contexts of learning(social, parental, and intergenerational)
•Questionnaires on self-perception skills
•Participant observation by action research
Expected results: Identify development frameworks (conversion factors)Define a teacher professional development modelDefine and develop a new pre-primary education policy
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