The study is located within participatory pedagogies, specifically Pedagogy-in Participation (cf. Formosinho & Oliveira-Formosinho, 2008; Oliveira-Formosinho & Formosinho 2011, 2013, 2016a). Thus, it is located within three stances: childhood pedagogy; contextual professional learning; praxeological research (cf. Oliveira Formosinho, 2016b). It aims to analyse and understand the processes of contextual professional learning and its effects on contextual change (context and participants) and to build knowledge on this change (cf. Formosinho & Oliveira-Formosinho, 2012). The research is undertaken as a case study, of qualitative nature, by means of praxeological research processes (cf. Formosinho & Oliveira-Formosinho, 2012; Bertram & Pascal, 2012). The research is grounded on an ethics of respect for participants and the research process (cf. Bertram et al., 2016) ensuring voluntary and informed consent, anonymity and confidentiality and data protection. The study asserts that contextual professional learning is a means for transforming pedagogy because it constitutes praxeological professional development (cf. Oliveira Formosinho, 2016a). The study contributes to the debate and thinking on professional development politics that serve the reconstruction of practices and quality improvement of early childhood settings, this being a privileged way for exercising children’s and adults’ rights and for living participation, democracy and equity.
|Date of Award||27 Jul 2017|
- Universidade Católica Portuguesa
|Supervisor||Júlia Fátima Domingues Basto de Oliveira Formosinho (Supervisor)|
- Contextual professional learning and professional development
- Praxeological research
- Praxis transformation
- Mestrado em Educação de Infância