Publicação
Collaborative action research as teacher education strategy for conflict mediation in an early childhood context
| Resumo: | This paper reports on a PhD study in Education, which focuses on teacher education concerning conflict mediation in early childhood education. The study took place in a social care institution in Lisbon involving all (eleven) kindergarten teachers, four assigned to the day care and seven to the preschool and lasted fifteen months. The main research question was: How is collaborative action research understood as continuing education strategy, contributing to the development of knowledge and practices of educators under the mediation of conflicts? The study contributed to the development of reflective practices, towards a greater awareness of the conduct of educators as mediators in conflicts between children. A deepening of the collaborative culture was also observed through the establishment of a closer relationship between teachers of day care and preschool; the involvement of teacher’s assistants and parents in the educational process; and the creation of pedagogical teams in the school. |
|---|---|
| Autores principais: | Sobral, Catarina |
| Outros Autores: | Caetano, Ana |
| Assunto: | Professional development Collaboration Participatory action-research Conflict Mediation Reflexivity |
| Ano: | 2014 |
| País: | Portugal |
| Tipo de documento: | documento de conferência |
| Tipo de acesso: | acesso restrito |
| Instituição associada: | Universidade de Lisboa |
| Idioma: | inglês |
| Origem: | Repositório da Universidade de Lisboa |
| Resumo: | This paper reports on a PhD study in Education, which focuses on teacher education concerning conflict mediation in early childhood education. The study took place in a social care institution in Lisbon involving all (eleven) kindergarten teachers, four assigned to the day care and seven to the preschool and lasted fifteen months. The main research question was: How is collaborative action research understood as continuing education strategy, contributing to the development of knowledge and practices of educators under the mediation of conflicts? The study contributed to the development of reflective practices, towards a greater awareness of the conduct of educators as mediators in conflicts between children. A deepening of the collaborative culture was also observed through the establishment of a closer relationship between teachers of day care and preschool; the involvement of teacher’s assistants and parents in the educational process; and the creation of pedagogical teams in the school. |
|---|