The professional learning of the adult-child interaction: a multi-contextual study
An issue emerging from some research studies stresses the understanding that interaction competences depend on long, subsequent processes of reflected professional learning (Oliveira-Formosinho, 2003; Pascal e Bertram, 2003). In this study, the ecological, socio-constructivist model of supervision o...
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| Formato: | conferenceObject |
| Idioma: | eng |
| Publicado em: |
2012
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| Texto completo: | http://hdl.handle.net/10198/7485 |
| País: | Portugal |
| Oai: | oai:bibliotecadigital.ipb.pt:10198/7485 |
| Resumo: | An issue emerging from some research studies stresses the understanding that interaction competences depend on long, subsequent processes of reflected professional learning (Oliveira-Formosinho, 2003; Pascal e Bertram, 2003). In this study, the ecological, socio-constructivist model of supervision of final teaching practice (Oliveira-Formosinho, 2002) becomes of fundamental relevance because of its assumed need to consider child pedagogy as substantive to the construction of a new vision on practical training and on a new meaning of pedagogical supervision considered as adjectival (Oliveira-Formosinho, 2005). |
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