Utilize este identificador para referenciar este registo: https://hdl.handle.net/1822/20701

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dc.contributor.authorPereira, Íris Susana-
dc.date.accessioned2012-11-07T10:49:21Z-
dc.date.available2012-11-07T10:49:21Z-
dc.date.issued2012-10-22-
dc.identifier.issn1567-6617por
dc.identifier.urihttps://hdl.handle.net/1822/20701-
dc.description.abstractThis paper draws on research into pre-school teachers’ understandings of language education. The inquiry focused on an in-service professional learning program specifically designed to enable pre-school teachers to improve their knowledge of language education. Mixed methods of data collection and analysis were employed in an effort to gain insight into the quality of the learning they accomplished. The results showed that the participants in this in-service program had indeed accomplished significant professional learning, but they also revealed some of the complexities of in-service learning of this kind. A case study is presented that shows how one of the participants wrote her way into an understanding of the complexities of language education, using language to learn about language. The research suggests that a robust rationale for promoting pre-school teachers’ learning should focus not only on content knowledge in order to enable them to improve their awareness of the role of language in pre-school education, but that it should also be conceptualized and implemented according to socio-constructivist principles that currently frame pre-school education. This means acknowledging where the educators are coming from, and enabling them to transform their existing knowledge through actively engaging with new theoretical frameworks, writing and discussing their work with others and reflecting on their on-going professional practice.por
dc.language.isoengpor
dc.publisherInternational Association for the Improvement of Mother Tongue Educationpor
dc.rightsopenAccesspor
dc.subjectLanguage educationpor
dc.subjectPre-school educationpor
dc.subjectPre-school teachers' professional learningpor
dc.subjectProfessional developmentpor
dc.subject(Pedagogical content) professional knowledgepor
dc.titleLanguage education in the pre-school years : learning about teachers’ learning through an in-service programpor
dc.typearticle-
dc.peerreviewedyespor
dc.relation.publisherversionhttp://l1.publication-archive.com/public?fn=lookup&repository=1&string=Vol%2012%2C%20The%20inescapability%20of%20language%2C%20a%20special%20issue%20of%20L1por
sdum.publicationstatuspublishedpor
oaire.citationStartPage1por
oaire.citationEndPage23por
oaire.citationIssueThe inescapability of language, a special issue of L-1por
oaire.citationTitleEducational Studies in Language and Literaturepor
oaire.citationVolume12por
dc.identifier.doi10.17239/L1ESLL-2012.03.04por
dc.subject.wosSocial Sciencespor
sdum.journalEducational Studies in Language and Literaturepor
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