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ERIC Number: EJ1069899
Record Type: Journal
Publication Date: 2015
Pages: 11
Abstractor: As Provided
Reference Count: 26
ISSN: ISSN-0957-5146
Professional Development within the "Effective Early Learning Programme": A Contribution to a Participatory and Context-Sensitive Approach to ECEC Evaluation
Barros Araújo, Sara
Early Years: An International Journal of Research and Development, v35 n3 p249-259 2015
This paper aims to describe and analyse a case study on professional development that was centred on the "Effective Early Learning (EEL) Programme". This process was a part of a larger dissemination project of the EEL programme nationwide, designed to train specialised facilitators at a local level who could, in turn, support the professional development of their peers. From a theoretical stance, it focuses on a democratic and participatory approach to the evaluation and development of quality in ECEC contexts. The study involved the participation of 12 pre-school teachers and a specialised trainer. Results show perceived effects of the process of staff development on professional learning at the level of observation skills, reflection-on-action and critical insertion. Also, the participants recognised that experimentation in practice contexts and shared reflection were the most meaningful and facilitative strategies in their learning.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Portugal