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Collaborative action research as teacher education strategy for conflict mediation in an early childhood context
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Autores
Orientador(es)
Resumo(s)
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.
Descrição
Conferência realizada no Instituto de Educação da Universidade do Minho, em Braga, nos dias 25, 26 e 27 de Agosto de 2014
Palavras-chave
Professional development Collaboration Participatory action-research Conflict Mediation Reflexivity
Contexto Educativo
Citação
Sobral, C., & Caetano, A. P. (2014). Collaborative action research as teacher education strategy for conflict mediation in an early childhood context. In L. Leite, M. A. Flores, L. Dourado, M. T. Vilaça, & S. Morgado (Orgs.), ATEE Annual Conference 2014 -Transitions in Teacher Education and Professional Identities: Proceedings (pp. 341-348). Braga: Instituto de Educação, Universidade do Minho/ATEE.
Editora
Association for Teacher Education in Europe