Reconceptualising professional development in early childhood education. A study on teachers' professionalism carried out in Bologna province.

How do preschool teachers understand their professionalism? How can teachers’ reflections upon their professional practices contribute to the rethinking of in-service training? The research presented in this book revolves around these questions with the aim of critically investigating the issue of early childhood teachers’ professionalism in the light of the institutional and socio–cultural conditions within which their everyday practices are inscribed. Rooted in an in–depth analysis of the local context of ECEC (Bologna province, Emilia–Romagna) and informed by international research, the book offers useful insights for all those concerned with the qualification of preschool institutions: teachers’ educators, pedagogical coordinators and school directors.