Enlarged contexts of learning in Preprimary education for
professional teacher’s development
Learning in informal contexts...
The European framework of Pre-primary
education-1
European policy to improvement
for education and training
systems
( Smar...
The European framework of Pre-primary education-2

Fig.1. Enrolment of 0-3 year-olds in child care

0-3 year-olds

Fig.2. ...
Head start (HS)
USA 1965

Early years evaluation
(EYE) Canada 1971

from
experiences
in WELFARE STATE
setting

...to most ...
New frontiers emerging from policies
Why promote pre-primary educational services?
(policies do not determine the behavior...
Critical issues
Releasing personal
dimension with its
employability translation

The personalization of welfare:
Transitio...
Life-long training and professional development
of pre-primary teachers
Initial – Induction - Continuing
Professional deve...
Professional development in capability approach
The value over the
COMPETENCE APPROACH
Not just...teacher’s reflexive and ...
Functionings of life
Fine functionings

Opportunities/ Conditions to build capability to realize...
as

FREEDOM TO CHOOSE ...
The research setting
Research
question:

Find correlation between:
Teacher professional development & capability process
F...
Objectives:

aIdentify areas of competences of the professional development

in
pre-school education:
- Early childhood ca...
References:
•
ANNALI PUBBLICA AMMINISTRAZIONE (2008), Sviluppo Professionale degli insegnanti, Periodici Le Monnier, Firen...
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Enlarged contexts of learning in preprimary education for professional teachers development

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Enlarged contexts of learning in preprimary education for professional teachers development

  1. 1. Enlarged contexts of learning in Preprimary education for professional teacher’s development Learning in informal contexts to promote learnfare perspective Chiara Urbani Academic Year 2013/2014 Phd in Science of Cognition and Education University Ca’ Foscari Venice
  2. 2. The European framework of Pre-primary education-1 European policy to improvement for education and training systems ( Smart,sustainable and inclusive growth, COM 2020) Youth on the move: •At Ue level: “promote the recognition of non-formal and informal learning” •At National level: Promote: “...efficient investment in education and training systems at all levels (pre-school to tertiary)” and “... improve educational outcomes, addressing each segment (pre-school, primary, secondary, vocational and tertiary) within an integrated approach, encompassing key competences and aiming at reducing early school leaving”; European Training 2020 : “…LLL [...] is designed to cover learning in all contexts — whether formal, non-formal or informal — and at all levels: from early childhood education and schools through to higher education, vocational education and training and adult learning” “... Educational disadvantage should be addressed by providing high quality early childhood education and targeted support, and by promoting inclusive education” [Council conclusions of 12 May 2009 on a strategic framework for European cooperation in education and training ( ET 2020 ) 2 European models Integrated (OCSE-Eurydice, 2009) Disjointed Early childhood education services (child care) Pre-primary school (early education)
  3. 3. The European framework of Pre-primary education-2 Fig.1. Enrolment of 0-3 year-olds in child care 0-3 year-olds Fig.2. Enrolment of 4 year-olds in early education 4 year-olds Fig.3. Enrolment of 3-6 year-olds in early education 3-6 year-olds Average in OCSE Average in Italy
  4. 4. Head start (HS) USA 1965 Early years evaluation (EYE) Canada 1971 from experiences in WELFARE STATE setting ...to most recent policies: casda the actual What’s perspective? I servizi educativi per la prima infanzia a carattere innovativo IRER Lombardia 2004 The child care transition; A league table of early childhood education and care in economically advanced countiries Report card UNICEF 2008 Early Childhood Education and Care in Europe: Tackling Social and Cultural Inequalities OCSE-Eurydice 2009 A strategy for smart, sustainable and inclusive growth Europe COM (2010a) 2020 Status and pedagogical task of preschool to be strengthened Sweden 2011 Il lavoro educativo con la prima infanzia. Tra progetto pedagogico e scelte organizzative Università Milano-Bicocca 2008
  5. 5. New frontiers emerging from policies Why promote pre-primary educational services? (policies do not determine the behavior) BUT: • SOCIAL point of view Prevention of discomfort and socio-cultural disadvantage: preprimary education as insurance for life? (Head Start, 1965-2005; Carolina Abecedarian Project, 1972, Perry Pre-school Project, 1962-2006; Effective Provision of Pre-school Education, 2003, OCSE- Starting Strong II, 2006; OCSE-Eurydice, 2009;) Conciliation female employment/ maternal role: reduce public spending and encourage the work re-integration? (Unicef Report card, 2008; OCSE-Eurydice, 2009;) • EDUCATIVE Enhancing school learning prerequisites: to facilitate the transition from child to pupil? (OCSE 2006-2009; G.S. Becker, Human capital, 1964) point of view The benefits of early socialization: the “wrong myth” (OCSE, 20062009) Qualification of educational relationship (UNICEF Report Card 8, 2008) Contradictory results on the long term effects (Unicef Report card, 2008) BUT: No evidence of actual correlation (OCSE-Eurydice, 2009, Pfau-Effinger, 2010) BUT: Too many variables (Unicef Report card, 2008) BUT: Different needs... individualized respons (IRER Piemonte, 2004) BUT: The response of the Neurosciences (Harvard Research,2007; National Research Council, Washington D.C., 2000, 2001)
  6. 6. Critical issues Releasing personal dimension with its employability translation The personalization of welfare: Transition to flexibile and innovative systems of learnfare (Margiotta, 2012) Sen,1999; Nussbaum, 2011 Umanizing re-foundation: The individual Agency (Costa, 2011, 2012) Development (personal and professional) as like... “...personal freedom to choose the life that give value” How? Trought integrated relationships emerging from enlarged contexts of learning: social (parental and intergenerational) interacting and professional (community of practice) contexts.
  7. 7. Life-long training and professional development of pre-primary teachers Initial – Induction - Continuing Professional development TALIS The italian framework • Early childhood services educator • Pre-primary teacher Proposal for a planning of the new profiles
  8. 8. Professional development in capability approach The value over the COMPETENCE APPROACH Not just...teacher’s reflexive and transformative competence CAPABILITY APPROACH ...to: support capabilities development and qualify a new participatory idea of professional teacher’s development • Freedom to act and freedom to... achieve (Sen, 1999) • Capabilites and functionings (Sen, 1999; Nussbaum, 2012) • Conversion factors • The device of transformative reflexivity (Mezirow, 2003)
  9. 9. Functionings of life Fine functionings Opportunities/ Conditions to build capability to realize... as FREEDOM TO CHOOSE between DIFFERENT ALTERNATIVES (FREEDOM OF AGENCY) CONVERSION factors (Social, political etc.) Environment factors es. education (Nussbaum, 2000) COMBINED capacities INTERNAL capacities Resources INNATE capacities Entitelements Provisions No-functionings
  10. 10. The research setting Research question: Find correlation between: Teacher professional development & capability process For a new define of pre-school educational policies A new plan for teacher professional development looking for value beyond the competence/skill trought personal agency for capability empowerment Hypoteses: Conversion factors: 1.Resources framework Continuing training International and professional mobility 2. Institutional and regulatory framework 3. Organisational and processing framework 4. Other available resources (latent resources) Institutional, regulatory, contractual guarantees Contractual provisions Career plans Professional recognition National Guidelines for the over-all pre-school education Professional Communities of Practice Collegiality Intra- and extra- school relational contexts (parental and intergenerational) Informal learning contexts Networks (intra- and extra- curricular) Social contexts of local governance
  11. 11. Objectives: aIdentify areas of competences of the professional development in pre-school education: - Early childhood care services (child care) - Pre-school education (early education) Methods: Mixed studies: quali-quantitative Quantitative study Qualitative study •Questionnaires on self-perception skills • Qualitative semi-structured interview •Participant observation by action research To realize a continuing professional development pilot trought capability process based on the integration of enlarged contexts of learning (social, parental, and intergenerational) Expected results: Identify development frameworks (conversion factors) Define a teacher professional development model Define and develop a new pre-primary education policy
  12. 12. References: • ANNALI PUBBLICA AMMINISTRAZIONE (2008), Sviluppo Professionale degli insegnanti, Periodici Le Monnier, Firenze. • COMMISSIONE EUROPEA (2009), Rapporto Eurydice, Educazione e cura della prima infanzia in Europa: ridurre le disuguaglianze sociali e culturali, Agenzia esecutiva per l’istruzione, gli audiovisivi e la cultura, Bruxelles. • COMUNICAZIONE DELLA COMMISSIONE EUROPA 2020, Una strategia per una crescita intelligente, sostenibile e inclusiva, COM (2010a) 2020 definitivo. Bruxelles, 3.3.2010. Web: http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=COM:2010:2020:FIN:IT:PDF. • COMMISSIONE EUROPEA, UNITÀ EUROPEA E-TWINNING (2011). eTwinning Report. Sviluppo professionale degli insegnanti: uno studio sulla pratica attuale, in: http://www.etwinning.net/shared/data/etwinning/booklet/eTwinning_report_2010/IT_eTwinning_Report_2011.pdf • COSTA M. (2012a), Criticità e opportunità di sviluppo professionale del docente nei primi anni di carriera in Italia, in Formazione & Insegnamento, Vol. 3 (pp. 42-58). • COSTA M. (2012b), Agency Formativa per il nuovo learnfare, in: Formazione e Insegnamento, Rivista del Dipartimento di Filosofia e Beni culturali dell’ Università Ca’Foscari, Venezia. • EISENSHMIDT E. (2006), Novice teachers as members of professional learning communities, In: Education-line: European Conference on Educational Research, University of Geneva, 13-15 September 2006. Leeds: University of Leeds, 2006, 1 - 11. • FABBRI L. (2008), Il genitore riflessivo. La costruzione narrativa del sapere e delle pratiche genitoriali, Rivista Italiana di Educazione Familiare, n. 1 - 2008, pp. 45-55. • IRER (2004), I servizi educativi per la prima infanzia a carattere innovativo, Consiglio Regionale della Lombardia, Milano. • KITCHENHAM A. (2008), The Evolution of John Mezirow’s Transformative Learning Theory, Journal of Transformative Education, University of Northern British Columbia Press, April 2008, 6: 104-123. • L. CUDDAPAH J., D.CLAYTON C. (2011), Using Wenger's Communities of Practice to Explore a New Teacher Cohort, Journal of Teacher Education, American Association of Colleges for Teacher Education, SAGE, Baltimora, 62:62 in: • http://jte.sagepub.com/content/62/1/62. • MARGIOTTA U. (2012), Educazione e formazione dopo la crisi del welfare, in Baldacci M., Frabboni F., Margiotta U., Longlife/Longwide learning. Per un Trattato Europeo della Formazione, Bruno Mondadori Editore, Milano. • MEZIROW J. (1998), Learning as transformation. Critical perspectives on a theory in progress, Jossey-Bass Publishers, San Francisco CA 2000, tr. it. Apprendimento e trasformazione. Il significato dell’esperienza e il valore della riflessione nell’apprendimento degli adulti, Raffaello Cortina Editore, Milano 2009. • MIUR (2012), Indicazioni nazionali per il curricolo della scuola dell’infanzia e del primo ciclo d’istruzione, Roma, 4 settembre 2012. • OECD (2009), Early Childhood Education and Care, in: Education Today: the OECD Perspective, OECD 2009. Tr. it. Capitolo 1. Educazione e cura della prima infanzia, in Education Today: the OECD Perspective, OECD. • OECD (2010), Development an analysis of teachers’ professional development based on the OECD’s Teaching and Learning International Survey (TALIS). Office for Official Publications of the European Union, Luxembourg. • OECD (2011), Building a High-Quality Teaching Profession. Office for Official Publications of the European Union, Luxembourg. • ORSI M.( 2006), A scuola senza zaino. Il metodo del curricolo globale per una scuola comunità, Centro Studi Erickson, Milano. • SEN A. (1999), Development as Freedom, Oxford University Press; tr. it. Lo sviluppo è libertà. Perchè non c’è crescita senza democrazia, Mondadori, Milano 2000 (2012). • STRIANO M. (2001), La razionalità riflessiva nell’agire educativo, Liguori Editore, Napoli. • WENGER E. (1998), Communities of practice. Learning, meaning and identity, Cambridge University Press, tr. it. Comunità di pratica. Apprendimento, significato e identità, Cortina Editore, Milano 2007 (2009).

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