Improve the teaching competencies on linguistic-communicative area of future teachers on early childhood education by using service-learning
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Data
2020
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Editora
Edições Universitárias Lusófonas
Resumo
A formação inicial de professores de educação infantil (educação pré-escolar, 3-6 anhos) destina-se a preparar estudantes empenhados na sua profissão e na melhoria da educação. Para isso, buscam-se fórmulas que os envolvam em rigorosos processos de reflexão, autorregulação e melhoria de competências. Apresentamos resultados parciais de uma pesquisa com metodologia mista que analisa o impacto sobre os alunos do grau de Educação Infantil de uma inovação em que um processo de aprendizagem-serviço (ApS) é realizado para aprender habilidades de ensino linguístico-comunicativo, enquanto estudantes e professores colaboram com escolas imersas em contextos desfavorecidos e cujo sistema educacional visa promover o multilinguismo desde a fase de Educação Infantil. Analisamos a evolução da autopercepção de competência dos alunos, bem como a avaliação realizada pelos professores envolvidos. Observamos que a incorporação de ações (ApS) que incorporam a concepção, desenvolvimento e avaliação de intervenções reais nas escolas, proporciona satisfação para a maior relação entre teoria e prática e para a abordagem de conteúdo profissional relevante; aumenta a sua percepção de autoeficácia de competências; coloca o trabalho conjunto entre alunos e professores universitários no âmbito das comunidades profissionais de investigação e permite a aprendizagem alinhada com as competências linguístico-comunicativas que são exigidas em escolas multilingues e inclusivas. Palavras-chave: formação inicial de professores; educação infantil; aprendizagem-serviço; competências linguístico-comunicativas; relação teoria-prática.
The pre-service training of infant teachers aims to awaken in students a commitment to their profession and educational improvement. It attempts to initiate them in rigorous processes of thinking about their competencies and how to regulate and improve them. We present the partial results of a mixed methodological research project1 that analyses how students of the Bachelor’s Degree in Early Childhood Education are impacted by an innovation that uses service-learning (SL) to teach students linguistic communicative teaching competencies while they work with their lecturers in schools in underprivileged contexts that are promoting early multilingualism. We analyze how the students’ perception of their competencies evolves and compare it with the lecturers’ assessment. We observe that actions (SL) that involve designing, carrying out, and evaluating real interventions in schools bring satisfaction because they combine theory and practice, and students need to be able to cope with important professional content. The experience also increases students’ perception of their own self-efficacy, places the work done by the students and lecturers in the context of investigative professional communities, and leads to learning processes aligned with the linguistic-communicative teaching competencies that are required in multilingual and inclusive schools.
The pre-service training of infant teachers aims to awaken in students a commitment to their profession and educational improvement. It attempts to initiate them in rigorous processes of thinking about their competencies and how to regulate and improve them. We present the partial results of a mixed methodological research project1 that analyses how students of the Bachelor’s Degree in Early Childhood Education are impacted by an innovation that uses service-learning (SL) to teach students linguistic communicative teaching competencies while they work with their lecturers in schools in underprivileged contexts that are promoting early multilingualism. We analyze how the students’ perception of their competencies evolves and compare it with the lecturers’ assessment. We observe that actions (SL) that involve designing, carrying out, and evaluating real interventions in schools bring satisfaction because they combine theory and practice, and students need to be able to cope with important professional content. The experience also increases students’ perception of their own self-efficacy, places the work done by the students and lecturers in the context of investigative professional communities, and leads to learning processes aligned with the linguistic-communicative teaching competencies that are required in multilingual and inclusive schools.
Descrição
Revista Lusófona de Educação
Palavras-chave
EDUCAÇÃO, FORMAÇÃO DE PROFESSORES, EDUCAÇÃO INFANTIL, FORMAÇÃO EM SERVIÇO, EDUCATION, TEACHERS EDUCATION, CHILD EDUCATION, IN SERVICE TRAINING, SDG 10 - Reduced Inequalities
Citação
Iranzo-García , P , Barrios-Arós , C & Tierno-García , J-M 2020 , ' Improve the teaching competencies on linguistic-communicative area of future teachers on early childhood education by using service-learning ' , Revista Lusófona de Educação , vol. 50 , no. 50 , pp. 125 - 141 . https://doi.org/10.24140/issn.1645-7250.rle50.09