This article explores the role of welcoming practices for the teachers’ professional development in Italy. It considers professionalism in ECEC as a complex construction in which relationships among colleagues play an important role. This article reports on one qualitative survey carried out with pre-school teachers in Emilia-Romagna Region. This study focuses on teachers’ perceptions on their professionalism conceived as situated construction and of their professional Self. It considers the arrival of a teacher in a new working context as a crucial moment for professional growth and conceptualizes welcoming practices as in-service training opportunities in the framework of collaborative research sustaining reflection at team level.
Balduzzi L. (2011). Promoting professional development in Early Childhood Education and Care (ECEC) field: the role of welcoming newcomers teachers. PROCEDIA: SOCIAL & BEHAVIORAL SCIENCES, 15, 843-849 [10.1016/j.sbspro.2011.03.196].
Promoting professional development in Early Childhood Education and Care (ECEC) field: the role of welcoming newcomers teachers
BALDUZZI, LUCIA
2011
Abstract
This article explores the role of welcoming practices for the teachers’ professional development in Italy. It considers professionalism in ECEC as a complex construction in which relationships among colleagues play an important role. This article reports on one qualitative survey carried out with pre-school teachers in Emilia-Romagna Region. This study focuses on teachers’ perceptions on their professionalism conceived as situated construction and of their professional Self. It considers the arrival of a teacher in a new working context as a crucial moment for professional growth and conceptualizes welcoming practices as in-service training opportunities in the framework of collaborative research sustaining reflection at team level.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
